Use of peer assessment as a student engagement strategy in nurse education
Use of peer assessment as a student engagement strategy in nurse education
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DOI：
10.1111/j.1442-2018.2011.00637.x
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发表时间：
2011-12-01
影响因子：
2.7
通讯作者：
Folan, Margaret
中科院分区：
文献类型：
--
作者：
Casey, Dympna;Burke, Eimear;Folan, Margaret
本文介绍了如何在爱尔兰的本科护理专业实施同行评估，以提高学生的参与度，并报告学生（n = 37）的经验的过程。这个过程涉及护理科学二年级学士学位的学生制定评分标准，并匿名标记他们的两个同事的作业。采用定性描述性设计，使用焦点小组访谈收集学生的经验数据。通过问卷调查收集人口统计学数据。分析确定了三个主题：㈠对学生参与的影响; ㈡同行评估的挑战; ㈢改进同行评估。研究结果显示，大多数学生喜欢的过程中，同侪评估促进和提高学生的参与。研究结果还为支持学习的自我调节理论提供了证据。还提供了用于实施同行评价的方法的详细说明，这可能是有用的其他护士教育工作者寻求在本科水平实施同行评价。
This paper describes how peer assessment was implemented in an undergraduate nursing program in Ireland to enhance student engagement, and reports students' (n = 37) experiences of the process. The process involved second year Bachelor of Nursing Science students developing marking criteria and marking two of their colleagues' assignments anonymously. A qualitative descriptive design using focus group interviews was used to collect data on students' experiences. Demographic data were collected through questionnaires. The analysis identified three themes: (i) impact on student engagement; (ii) challenges of peer assessment; and (iii) making it better. The findings revealed that most students enjoyed the process, and that peer assessment facilitates and enhances student engagement. The findings also provide evidence to support the self-regulation theory of learning. A detailed account of the methods used to implement peer assessment is also provided, which might be useful for other nurse educators seeking to implement peer assessment at an undergraduate level.