Capan Melser Meskuere, Lettner Stefan, Bäwert Andjela, Puttinger Claudia, Holzinger Anita
Research Unit for Curriculum Development, Teaching Center/Medical University of Vienna, Spitalgasse 23, Bauteil 87, A-1090, Vienna, Austria.
University Clinic of Dentistry/Medical University of Vienna, Sensengasse 2a, Vienna, A-1090, Austria.
BMC Med Educ. 2020 Nov 27;20(1):479. doi: 10.1186/s12909-020-02383-z.
Alternative assessments engage students in the assessment process to improve both short- and long-term outcomes by developing their judgments and responsibility about their own learning, and that of their peers. In this study, we investigated students' perception towards self- and peer-assessment, their objectivity and impact on students' learning.
The study was conducted at the Medical University of Vienna. Attitudes of second year undergraduate medical students towards self- and peer-assessment, and their objectivity, appropriateness, and the impact of these assessments on students' learning activities, was inquired using a self-developed questionnaire.
Four hundred twenty-three students participated in this study. Self-assessment was found more appropriate method to assess students' knowledge. Most of students agreed that peer-assessment is not objective (M = - 0.07). Majority of students evaluated that peer assessment has no or little impact on their active and passive learning (M = - 0.23, - 0.35), on the other hand self-assessment was reported as a helpful tool for gaining long-term knowledge (M = 0.13) and following the content of courses (M = 0.16).
Based on our results, students' perspective on peer assessment were negative, on the whole, students had positive attitudes towards self-assessment and negative attitudes towards peer-assessment. This study also determined that self-assessment leads to the promotion of students' learning.
替代性评估让学生参与评估过程，通过培养他们对自身及同伴学习的判断力和责任感来改善短期和长期学习成果。在本研究中，我们调查了学生对自我评估和同伴评估的看法、其客观性以及对学生学习的影响。
该研究在维也纳医科大学进行。使用自行编制的问卷，询问了本科二年级医学生对自我评估和同伴评估的态度、其客观性、适宜性以及这些评估对学生学习活动的影响。
423名学生参与了本研究。自我评估被认为是评估学生知识更合适的方法。大多数学生认为同伴评估不客观（M = -0.07）。大多数学生评价同伴评估对他们的主动和被动学习没有或几乎没有影响（M = -0.23，-0.35），另一方面，自我评估被报告为获取长期知识（M = 0.13）和跟进课程内容（M = 0.16）的有用工具。
基于我们的结果，学生对同伴评估的看法总体上是负面的，总体而言，学生对自我评估持积极态度，对同伴评估持消极态度。本研究还确定自我评估有助于促进学生的学习。
