Peer- and Self-Grading Compared to Faculty Grading

doi:10.5688/ajpe757130

2011-09-01

Mary Wagner *

Dong‐Churl Suh

Sandy Cruz

DOI：10.5688/ajpe757130

原文链接

查看原文

摘要

En 中文

Objectives. To determine the reliability and value of peer- and self -reported evaluations in the grading of pharmacy students. Methods. Mean student peer- and self- reported grades were compared to faculty grades in the advanced pharmacy practice experience (APPE) and seminar presentation courses. Responses from pharmacy school alumni regarding curricular peer- and self- reported evaluations were solicited using an online survey tool. Results. Self-reported student grades were lower than the faculty-reported grade overall and for the formal presentation component of the APPE course grading rubric. Self-reported grades were no different than faculty-reported grades for the seminar course. Students graded their peers higher than did faculty members for both the seminar and APPE courses on all components of the grading rubric. The majority of pharmacy alumni conducted peer- and self- evaluations (64% and 85%, respectively) at least annually and considered peer- and self- evaluations useful in assessing students' work in group projects, oral presentations, and professional skills. Conclusion. The combination of self-, peer-, and faculty-assessments using a detailed grading rubric offers an opportunity to meet accreditation standards and better prepare pharmacy students for their professional careers.

Keyword:

self-assessment

peer-assessment

grading rubric

evaluation

assessment

advanced pharmacy practice experience