bioscience peer marking of simulated pharmacological experiments ian hughes professor of...
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Bioscience
Peer marking of simulated pharmacological experiments
Ian Hughes
Professor of Pharmacology Education
Co-director LTSN Centre for Bioscience
University of Leeds
http://bio.ltsn.leeds.ac.uk
Bioscience
Assessment
Why is assessment important?
Takes a large amount of staff time Should be integral to the learning process Is a spur to student work Helps to indicate progress to students Provides contact between staff/students Monitors student progress, identifies problems Satisfies current grading requirements
Bioscience
Assessment
Features of good assessment
Appropriate to the learning objectives and teaching methods (knowledge, skills, attitudes)
Appropriate to the individual student ALWAYS has a formative element Open and transparent criteria Appeals process for those dissatisfied Efficient and economic Accurate, timely and reproducible Develop self-assessment skills
Bioscience
Assessment
Peer assessment accurate reproducible efficient and timely related to learning objectives monitor student progress provide staff-student contact provide high quality feedback stimulate learning develop self-assessment abilities
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Bioscience
Assessment
Why peer assess dry-lab write-ups?
provides full explanation
requires better understanding
all get the information
develops critical evaluation
see other’s mistakes and standards
saves staff time and effort
improves learning
Bioscience
Assessment
Peer assessment of dry-lab write-ups - How’s it done?
explain purpose instructions on format; additional questions hand-in deadline (penalty) all in LT (350) (penalty) - distribute at random explicit marking schedule distributed prepared explanations + OHP; takes 50 minutes total marks and sign (10% checked) appeals procedure
Bioscience
Assessment
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1 2 3 4Practical number
Acad. staffmarked
Peer marked
Mark (out of 10)
Prac write-ups
Bioscience
Assessment
What are the problems? is it reproducible and accurate? introduction and initiation keep silence during marking! students don’t like it (hard work, its your job, some
are unfair) marking schedules get passed on cheating? scheduling; all same prac; time between prac and
marking session; standard answer /data
Bioscience
Assessment
What else can be peer assessed?
‘wet’ practicals oral communication skills poster presentations data interpretation exercises information retrieval and formating practical skills long essays ??????
Bioscience
Assessment
Peer mark %40 60 80
Academic staff mark %
80
60
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y=-0.1 +1.05xr=0.88
Communication skills
Bioscience
Assessment
MARKINGn=44 ACADEMIC PEER
Global mean 63.2+7.8 60.2+6.1Commonality:Top quartile 11 10 mean+s.e. 77.2+4.8 74.1+5.6
Bottom quartile 11 9mean+s.e. 48.2+3.5 44.1+3.9
Communication skills
Bioscience
Assessment
Peer poster assessmentGroup A Group B Group C
n=4 n=4 n=4
staff peer
first poster 56+4 55+4 59+3
staff staff staff
second poster 67+4 83+4 78+5
NOTE: peer process took significantly longer; small numbers; groups not isolated; 6 weeks between posters; rest of course ongoing; self selection of groups; new method effect
Bioscience
Assessment
Peer assessment of long essays
Medical students 3000-4000 words proforma for staff and students (properly
referenced, critical approach, evidence based; good presentation)
Staff mark 70.2+2.1% Student mark 72.6+2.2% NSD; P>0.7
Bioscience
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40 50 60 70 80 90 100
Peer (self)mark %
Academic staff mark %