Abstract:
Introduction: Peer assessment has been promoted as a valuable approach to formative assessment to support learning and peer professionalism. This mixed methods study employed a conceptual framework to explore the factors that enhance the perceived effectiveness of formative peer assessment in the context of team-based learning as a form of collaborative learning. Materials and Methods: The volume and quality of written peer comments of two medical school classes at three time points were analyzed. Focus groups were then conducted to clarify issues that appeared in the quantitative data and to explore other emerging dimensions. Results: There was a notable deficiency in both the volume and quality of the comments provided, with no improvement over time. Several factors were identified, including some that are logistical and operational and can be corrected easily, such as the timing of the assignments. Others that stood out as major substantive issues and/or limitations related to the students’ conceptions of the purpose of the peer assessment and to their interpersonal variables. Discussion: There were social disincentives for students to provide constructive feedback to peers with whom a continuing working relationship is necessary. There was also an inconsistency between the quality of the peer feedback being typically shallow and lacking in substance, and students considering it beneficial. Conclusion: The findings identify factors that need to be addressed in order to ensure the quality and effectiveness of formative peer assessment among medical students. © 2020, International Association of Medical Science Educators.
