Keselyak Nancy T, Saylor Catherine D, Simmer-Beck Melanie, Bray Kimberly Krust
Division of Dental Hygiene, University of Missouri-Kansas City, School of Dentistry, Kansas City, MO 64108-2784, USA.
J Dent Educ. 2009 Aug;73(8):980-90.
The purpose of this study was to evaluate a technique known as collaborative assessment considering students' and faculty members' perceptions of the value and utility of this approach. Twenty-eight dental hygiene students took eight individual assessments (quizzes) immediately followed by completion of the same assessment in a five-member peer group as part of a didactic dental hygiene course. At the end of the semester, student perceptions and course performance were examined. Faculty perceptions were also collected. A paired samples t-test was conducted to compare student performance on individual and group assessments. Students reported that this collaborative assessment approach enhanced their learning, provided them with experience in defending their answers, and decreased stress. Concerns for fairness and individual accountability were noted by both students and faculty. The mean group score for all quizzes combined (M=91 percent, SD=2 percent) was significantly higher by 16 percentage points (91 percent versus 75 percent) than the mean individual score for all quizzes combined (M=75 percent, SD=8 percent), t(27)=11.61, alpha =.05, p<.0005. This study suggests that additional measures are needed to ensure individual preparation and accountability when using the collaborative assessment process as a learning strategy with dental hygiene students.
本研究的目的是评估一种称为协作评估的技术，同时考虑学生和教师对这种方法的价值和实用性的看法。作为口腔卫生教学课程的一部分，28名口腔卫生专业学生先进行了8次个人评估（测验），随后在一个五人小组中完成相同的评估。在学期末，对学生的看法和课程表现进行了考查，同时也收集了教师的看法。采用配对样本t检验来比较学生在个人评估和小组评估中的表现。学生们表示，这种协作评估方法增强了他们的学习效果，让他们有了为自己的答案辩护的经验，并减轻了压力。学生和教师都提到了对公平性和个人责任的担忧。所有测验的综合小组平均分（M = 91%，SD = 2%）比所有测验的综合个人平均分（M = 75%，SD = 8%）显著高出16个百分点（91%对75%），t(27) = 11.61，α =.05，p <.0005。本研究表明，在将协作评估过程作为口腔卫生专业学生的学习策略时，需要采取额外措施来确保个人准备和责任落实。
