Departament de Didàctica i Organització Educativa, Facultat d'Educació, Universitat de Barcelona, Barcelona, Spain.
Departament de Farmàcia i Tecnologia Farmacèutica, i Fisicoquímica, Facultat de Farmàcia i Ciències de l'Alimentació, Universitat de Barcelona, Barcelona, Spain.
Med Educ Online. 2024 Dec 31;29(1):2409487. doi: 10.1080/10872981.2024.2409487. Epub 2024 Sep 29.
Assessment influences how students define their priorities and their commitment to the learning process. Assessment strategies can empower students to actively engage in metacognitive processes, fostering cross-curricular competencies. Mastery of these competencies not only enhances deep and meaningful learning but also prepares learners for the challenges of the ever-evolving knowledge field. However, developing evaluative judgement, the ability to critically and autonomously judge the quality of one's own work and that of others, is essential but challenging. The purpose of this study was to design and assess an online educational experience for Galenic Pharmacy students ( = 339) during the 2021-2022 academic year of the Degree of Pharmacy. Beyond content acquisition, the primary goal was to foster evaluative judgement as a pivotal component of the 'learning to learn' competence. A complex task with iterative deliverables was proposed, using peer assessment as the central tool for the development of evaluative judgement. Students were required to give presentations on methods of administering medicines and had iterative deliverables. They underwent multiple rounds of peer feedback. The task as well as peer assessment process were compulsory for all the students. The participating students voluntarily answered an ad hoc online questionnaire in relation to their perception of the overall experience of peer assessment. The outcomes showcased the positive impacts of peer assessment based on the roles of assessor and assessed. An improvement in feedback quality was observed from one iteration to another, and an enhancement of critical judgement was evident. Enhancing assessment literacy might be essential for both educators and students. For educators, this would allow them to set criteria more aligned with competencies, whereas students might place higher value on these practices and actively engage with the learning process. Such engagement is crucial for promoting lifelong autonomous and self-regulated learning.
评估影响学生如何定义他们的优先事项和对学习过程的承诺。评估策略可以使学生能够积极参与元认知过程，培养跨课程能力。掌握这些能力不仅可以增强深入而有意义的学习，还可以为学习者在不断发展的知识领域中应对挑战做好准备。然而，发展评价判断能力，即批判性和自主地判断自己和他人工作质量的能力，是必不可少的，但也是具有挑战性的。本研究的目的是为 2021-2022 学年药学学位的 Galenic 药学学生（ = 339）设计和评估在线教育体验。除了内容获取，主要目标是培养评价判断能力，作为“学会学习”能力的关键组成部分。提出了一项具有迭代可交付成果的复杂任务，使用同伴评估作为发展评价判断能力的核心工具。学生需要就给药方法进行演示，并进行迭代交付。他们经历了多轮的同伴反馈。这项任务和同伴评估过程对所有学生都是强制性的。参与的学生自愿回答了一个关于他们对同伴评估总体体验的看法的专门在线问卷。结果展示了同伴评估基于评估者和被评估者的角色的积极影响。从一次迭代到另一次迭代，反馈质量都有所提高，批判性判断也有所增强。提高评估素养对于教育者和学生来说可能都是必要的。对于教育者来说，这将使他们能够更符合能力地设定标准，而学生可能会更重视这些实践，并积极参与学习过程。这种参与对于促进终身自主和自我调节学习至关重要。
