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Conference Paper: Value of engaging students to provide feedback
Title | Value of engaging students to provide feedback |
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Authors | |
Issue Date | 2017 |
Citation | Annual Conference of The Association for Medical Education in Europe (AMEE 2017), Helsinki, Finland, 26-30 August 2017. In AMEE 2017 Abstract Book How to Cite? |
Abstract | Background: Peer-assessment may enhance students’ metacognitive skills, their understanding of the grading process and ability to evaluate others. However, students may either under-grade or over-grade assignments. The objectives of this study were to compare tutor vs. students grades for MBBS group oral presentations and to assess the quality of oral presentations.
Summary of Work: • All tutors and MBBS Year 3 students (N=210) received the grade descriptors to guide the oral presentation marking in following categories (1) content, (2) audiovisual material, (3) presentation and communication and (4) self-reflection. • Quantitative data analysis was used to compare peer assessment in each category and overall.
Summary of Results: The peer assessment grades were higher than the tutor grades in all categories for 13 groups (p<.001). The maximum grade difference was 10.76% for the overall group score. Only 3 out of 110 graded items were under-graded (2.72%). 85.7% of groups achieved a distinction.
Discussion: Through peer assessments, students could learn strategies how to improve their own work; however students inclined to give higher marks than tutors during the peer assessment process. Further analysis is needed to determine if higher marks correspond to over-grading.
Conclusion: The study found differences in grading between tutors and peers with the peer assessments scoring higher in majority of graded items. Despite these discrepancies, presenting groups achieved a distinction for their oral presentation showing a very good quality standard of their work.
Take-home Message: Whereas results showed that grades assigned by students tend to be higher, students may benefit from peer assessment and learn how to improve their assignments to achieve a distinction in their group projects.
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Description | #9HH Posters: Students and Student Engagement - #9HH12 (2263) |
Persistent Identifier | http://hdl.handle.net/10722/269887 |
DC Field | Value | Language |
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dc.contributor.author | Vackova, D | - |
dc.contributor.author | Johnston, JM | - |
dc.date.accessioned | 2019-05-14T08:09:33Z | - |
dc.date.available | 2019-05-14T08:09:33Z | - |
dc.date.issued | 2017 | - |
dc.identifier.citation | Annual Conference of The Association for Medical Education in Europe (AMEE 2017), Helsinki, Finland, 26-30 August 2017. In AMEE 2017 Abstract Book | - |
dc.identifier.uri | http://hdl.handle.net/10722/269887 | - |
dc.description | #9HH Posters: Students and Student Engagement - #9HH12 (2263) | - |
dc.description.abstract | Background: Peer-assessment may enhance students’ metacognitive skills, their understanding of the grading process and ability to evaluate others. However, students may either under-grade or over-grade assignments. The objectives of this study were to compare tutor vs. students grades for MBBS group oral presentations and to assess the quality of oral presentations. Summary of Work: • All tutors and MBBS Year 3 students (N=210) received the grade descriptors to guide the oral presentation marking in following categories (1) content, (2) audiovisual material, (3) presentation and communication and (4) self-reflection. • Quantitative data analysis was used to compare peer assessment in each category and overall. Summary of Results: The peer assessment grades were higher than the tutor grades in all categories for 13 groups (p<.001). The maximum grade difference was 10.76% for the overall group score. Only 3 out of 110 graded items were under-graded (2.72%). 85.7% of groups achieved a distinction. Discussion: Through peer assessments, students could learn strategies how to improve their own work; however students inclined to give higher marks than tutors during the peer assessment process. Further analysis is needed to determine if higher marks correspond to over-grading. Conclusion: The study found differences in grading between tutors and peers with the peer assessments scoring higher in majority of graded items. Despite these discrepancies, presenting groups achieved a distinction for their oral presentation showing a very good quality standard of their work. Take-home Message: Whereas results showed that grades assigned by students tend to be higher, students may benefit from peer assessment and learn how to improve their assignments to achieve a distinction in their group projects. | - |
dc.language | eng | - |
dc.relation.ispartof | Annual Conference of The Association for Medical Education in Europe (AMEE) | - |
dc.title | Value of engaging students to provide feedback | - |
dc.type | Conference_Paper | - |
dc.identifier.email | Vackova, D: vackova@hku.hk | - |
dc.identifier.email | Johnston, JM: jjohnsto@hku.hk | - |
dc.identifier.authority | Johnston, JM=rp00375 | - |
dc.identifier.hkuros | 294754 | - |