University of Sydney, Australia.
Am J Pharm Educ. 2011 May 10;75(4):73. doi: 10.5688/ajpe75473.
To develop, implement, and evaluate a process of intergroup peer assessment and feedback using problem-based learning (PBL) tutorials.
A peer-assessment process was used in a PBL tutorial setting for an integrated pharmacy practice course in which small groups of students graded each others' PBL case presentations and provided feedback in conjunction with facilitator assessment.
Students' quantitative and qualitative perceptions of the peer assessment process were triangulated with facilitator feedback. Students became more engaged, confident, and motivated, and developed a range of self-directed, life-long learning skills. Students had mixed views regarding the fairness of the process and grade descriptors. Facilitators strongly supported the peer assessment process.
Peer assessment is an appropriate method to assess PBL skills and is endorsed by students as appropriate and useful.
利用基于问题的学习（PBL）教程，开发、实施和评估一种小组间同伴评估和反馈的流程。
在一个综合药学实践课程的 PBL 教程设置中使用了同伴评估过程，其中，学生小组互相评估 PBL 案例展示，并在与指导者评估相结合的情况下提供反馈。
学生对同伴评估过程的定量和定性看法与指导者的反馈相结合进行了三角测量。学生变得更加投入、自信和有动力，并发展了一系列自主的、终身学习的技能。学生对该过程的公平性和等级描述存在不同看法。指导者强烈支持同伴评估过程。
同伴评估是评估 PBL 技能的一种适当方法，并且得到了学生的认可，认为这种方法是合适且有用的。
