University of Houston College of Pharmacy, 4349 Martin Luther King Boulevard, Houston, TX 77204, United States.
Indiana University, Department School of Education, Kritik Education Corp, 2309 - 16 Yonge Street, M5E2A1, ON, Toronto, Canada.
Curr Pharm Teach Learn. 2023 Apr;15(4):400-407. doi: 10.1016/j.cptl.2023.04.004. Epub 2023 Apr 24.
Online peer assessment platforms aim to improve the accuracy of peer scores (numerical scores based on a rubric) and hold students accountable for peer feedback (written comments). We evaluated the validity of peer scores and peer feedback using the online platform, Kritik.
The course was a two-credit hour online infectious diseases pharmacotherapy elective consisting of twelve third-year students enrolled in a four-year doctor of pharmacy program. Students analyzed patient cases and created video presentations of their therapeutic care plan weekly. Each student scored three peers' presentations using a rubric and provided peer feedback in Kritik. The instructor independently scored the presentations. The students' presentation scores, which was the weighted average of three peers' scores, was compared to the instructor's score. Students also rated the peer feedback they received using two Likert-type scales (feedback-on-feedback [FoF] ratings). Two faculty rated 97 randomly selected peer feedback (written comments) and recorded their FoF ratings separately. Students completed an anonymous course evaluation and exit survey.
The Pearson correlation coefficient between weighted peer scores and instructor scores for 91 presentations was r = 0.880. There was fair agreement in FoF ratings between students and faculty based on weighted kappa. All students would recommend the course and had a positive experience with peer assessment and the platform.
Weighted peer scores strongly correlated with instructor scores, and students held each other accountable for peer feedback in Kritik. Our findings should be confirmed in different contexts and settings.
在线同伴评估平台旨在提高同伴评分（基于评分标准的数字评分）的准确性，并使学生对同伴反馈（书面评论）负责。我们使用在线平台 Kritik 评估了同伴评分和同伴反馈的有效性。
该课程是一门两学分的在线传染病药物治疗选修课程，由十二名参加四年制药学博士课程的三年级学生组成。学生每周分析患者病例并制作治疗计划的视频演示。每位学生使用评分标准对三位同学的演示进行评分，并在 Kritik 中提供同伴反馈。教师独立对演示进行评分。学生的演示评分（三位同伴评分的加权平均值）与教师的评分进行比较。学生还使用两个李克特量表（反馈反馈[FoF]评分）对他们收到的同伴反馈进行评分。两位教师对 97 份随机选择的同伴反馈（书面评论）进行了评分，并分别记录了他们的 FoF 评分。学生完成了匿名课程评估和退出调查。
91 次演示中，加权同伴评分与教师评分之间的 Pearson 相关系数为 r = 0.880。根据加权 kappa，学生和教师之间的 FoF 评分存在适度一致性。所有学生都推荐该课程，并对同伴评估和平台有积极的体验。
加权同伴评分与教师评分高度相关，学生在 Kritik 中相互负责同伴反馈。我们的发现应在不同的背景和环境中得到证实。
