Fete Matthew G, Haight Robert C, Clapp Peter, McCollum Marianne
Regis University School of Pharmacy, Denver, Colorado.
Am J Pharm Educ. 2017 May;81(4):68. doi: 10.5688/ajpe81468.
To design and implement an instrument capable of providing students with valuable peer feedback on team behaviors and to provide results of the administration of the instrument. A three-part instrument was designed that requires teammate rankings with justification on attributes aligned with school outcomes and team functioning, reporting of student behaviors, and provision of feedback on the value of peer contributions to their team. Score results after three years of administration were analyzed. Six evaluations per year were completed by members of four different professional classes over a three-year time period. Mean scores increased slightly as students progressed through the program. Students were able to differentially score peers on attributes and behaviors. The peer evaluation instrument presented here provides formative and summative feedback through qualitative and quantitative scores that allow students to acknowledge differential contributions of individual team members.
设计并实施一种工具，该工具能够为学生提供有关团队行为的宝贵同伴反馈，并提供该工具的管理结果。设计了一个由三部分组成的工具，该工具要求对队友进行排名，并就与学校成果和团队功能相关的属性给出理由，报告学生行为，并就同伴对其团队贡献的价值提供反馈。对实施三年后的得分结果进行了分析。在三年时间里，四个不同专业班级的成员每年完成六次评估。随着学生在课程中的进展，平均得分略有提高。学生能够在属性和行为方面对同伴进行差异化评分。这里介绍的同伴评估工具通过定性和定量分数提供形成性和总结性反馈，使学生能够认识到团队成员个人的不同贡献。
