Department of Nutritional Sciences, University of Michigan School of Public Health, Ann Arbor, Michigan.
Adv Physiol Educ. 2020 Jun 1;44(2):203-209. doi: 10.1152/advan.00114.2019.
Peer evaluation skills are not typically taught to students, yet they are expected to provide high-quality feedback to their peers. Gameful learning, a pedagogy supporting student-driven learning, can further reinforce the development of peer evaluation skills, if students are motivated to improve upon them. To better understand the effects of a peer evaluation training on the quality of student-generated peer evaluations, we scored peer evaluations from two cohorts taking a graduate-level nutritional sciences class using gameful learning pedagogy. The intervention group completed a peer evaluation training before engaging in peer reviews, while the control group did not. The training included two readings, a video, and reflection questions. The peer evaluations submitted by both the intervention and control groups were assessed on a validated rubric. The peer evaluation training had a positive effect on the quality of the submitted peer evaluations. The intervention group had a 10.8% higher score on its first submitted peer evaluation compared with controls ( = 0.003). The intervention group improved the quality of its future submissions by a further 8.9%, whereas the controls did not continue to improve substantially ( < 0.001). Overall, peer review training enhanced the quality of peer evaluations and allowed students to develop professional skills that they can utilize in any biomedical profession. Our results highlight the importance of peer evaluation training in combination with repeated practice and student-driven learning brought forth by gameful learning pedagogy in improving the quality of evaluations and developing professional skills.
同伴评价技能通常不为学生所教授，但他们却被期望为同伴提供高质量的反馈。游戏化学习是一种支持学生主导学习的教育学方法，如果学生有动力去改进这些技能，它可以进一步加强同伴评价技能的发展。为了更好地理解同伴评价培训对学生生成的同伴评价质量的影响，我们使用游戏化学习教学法对两个修读研究生水平营养科学课程的班级的同伴评价进行了评分。干预组在进行同伴评价之前完成了同伴评价培训，而对照组则没有。培训包括两次阅读、一段视频和反思问题。干预组和对照组提交的同伴评价都根据一个经过验证的评分标准进行了评估。同伴评价培训对提交的同伴评价的质量有积极影响。与对照组相比，干预组的第一次提交的同伴评价得分高出 10.8%（ = 0.003）。干预组通过进一步提高 8.9%的质量来提高其未来的提交成绩，而对照组并没有继续大幅提高（<0.001）。总体而言，同伴评价培训提高了同伴评价的质量，并使学生能够发展他们在任何生物医学专业中都可以利用的专业技能。我们的研究结果强调了同伴评价培训与游戏化学习教学法所带来的重复实践和学生主导学习相结合在提高评价质量和发展专业技能方面的重要性。
