Pursue today and assess tomorrow-how students' subjective perceptions influence their preference for self- and peer assessments

被引:6
作者
Capan Melser, Meskuere [1 ]
Lettner, Stefan [2 ]
Baewert, Andjela [3 ]
Puttinger, Claudia [1 ]
Holzinger, Anita [1 ,2 ]
机构
[1] Med Univ Vienna, Teaching Ctr, Res Unit Curriculum Dev, Spitalgasse 23,Bauteil 87, A-1090 Vienna, Austria
[2] Med Univ Vienna, Univ Clin Dent, Sensengasse 2a, A-1090 Vienna, Austria
[3] Med Univ Vienna, Assessment & Skills Teaching Ctr, Spitalgasse 23,Bauteil 87, A-1090 Vienna, Austria
关键词
Peer-assessment; Self-assessment; Perceptions of undergraduate medical students; Assessment for learning; HIGHER-EDUCATION; FEEDBACK; TEACHER; PERFORMANCE;
D O I
10.1186/s12909-020-02383-z
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Background 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. Methods 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. Results 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). Conclusion 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.
引用
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页数:6
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