同伴评价和自我评估与教师评价的比较。
Peer- and self-grading compared to faculty grading.
机构信息
Ernest Mario School of Pharmacy, Rutgers University, 160 Frelinghuysen Road, Piscataway, NJ 08854, USA.
出版信息
Am J Pharm Educ. 2011 Sep 10;75(7):130. doi: 10.5688/ajpe757130.
OBJECTIVES
To determine the reliability and value of peer- and self -reported evaluations in the grading of pharmacy students.
METHODS
Mean student peer- and self- reported grades were compared to faculty grades in the advanced pharmacy practice experience (APPE) and seminar presentation courses. Responses from pharmacy school alumni regarding curricular peer- and self-reported evaluations were solicited using an online survey tool.
RESULTS
Self-reported student grades were lower than the faculty-reported grade overall and for the formal presentation component of the APPE course grading rubric. Self-reported grades were no different than faculty-reported grades for the seminar course. Students graded their peers higher than did faculty members for both the seminar and APPE courses on all components of the grading rubric. The majority of pharmacy alumni conducted peer- and self-evaluations (64% and 85%, respectively) at least annually and considered peer- and self-evaluations useful in assessing students' work in group projects, oral presentations, and professional skills.
CONCLUSION
The combination of self-, peer-, and faculty-assessments using a detailed grading rubric offers an opportunity to meet accreditation standards and better prepare pharmacy students for their professional careers.
目的
确定同伴和自我评估在药剂学生评分中的可靠性和价值。
方法
将平均学生同伴和自我报告成绩与高级实践经验（APPE）和研讨会演讲课程中的教师成绩进行比较。使用在线调查工具向药学院校友征求有关课程同伴和自我评估的反馈。
结果
自我报告的学生成绩总体上低于教师报告的成绩，并且在 APPE 课程评分表的正式演讲部分也是如此。自我报告的成绩与研讨会课程的教师报告成绩没有差异。在评分表的所有组成部分上，学生对同伴的评分均高于教师对同伴的评分，无论是在研讨会还是 APPE 课程中。大多数药学校友至少每年进行一次同伴和自我评估（分别为 64%和 85%），并认为同伴和自我评估在评估学生在小组项目、口头报告和专业技能方面的工作方面很有用。
结论
使用详细的评分表结合自我、同伴和教师评估为满足认证标准并更好地为药剂学生的专业生涯做准备提供了机会。
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