The effects of awareness training on the reliability of peer assessment, team activity satisfaction, and perception on peer assessment in team-based learning

2017 ◽  
Vol 17 (20) ◽  
pp. 289-309
Author(s):  
Minjeong Kim ◽  
Keyword(s):  
Peer Assessment ◽  
Awareness Training ◽  
Team Based Learning ◽  
Team Activity ◽  
Activity Satisfaction

scholarly journals Peer Assessment in the Context of Team-Based Learning in Undergraduate Education: How Far Can We Go?

2020 ◽  
Vol 8 (3) ◽  
pp. 90
Author(s):  
Alba Regina de Abreu Lima ◽  
Júlio César André ◽  
Marina Kamimura ◽  
Ana Carolina dos Reis ◽  
Juanita Justina Ferreira da Silva ◽  
...  
Keyword(s):  
Interpersonal Relationships ◽  
Evaluation System ◽  
Teaching Strategy ◽  
Peer Assessment ◽  
Halo Effect ◽  
Final Grade ◽  
Significant Difference ◽  
Team Based Learning ◽  
System Data ◽  
First Year Medical Students

In medical education, the team-based learning method (TBL) is a teaching strategy used to intensify interactive learning in small groups, in which the student is given the role of evaluating his/her peers - peer assessment (PA). To investigate the interference of the students' interpersonal relationships in awarding their peers grades (''halo effect''). A qualitative and quantitative retrospective study. The study participants were 78 first-year medical students, divided into 17 teams for the TBL. The final grade of the PA for each member was calculated by the average of the grades received from their peers. Results: The comparison between the average of the evaluations in the TBL method (MTBLs) and the PA showed that 17.64% of the teams showed a significant difference between the grades, thus having the “halo effect”. In the qualitative analysis, the “halo effect” was evidenced in only one of these teams. Although many studies corroborate the idea that using PA in the formative assessment is appropriate, advancing in the use of PA in the summative assessment is necessary, integrating it into the institution's evaluation system. Data presented here can help in continuing its use and in increasing its reliability.

scholarly journals Using Team-Based Learning in an Online Synchronous Gerontology Course

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 102-102
Author(s):  
Leah Janssen
Keyword(s):  
Social Identities ◽  
Course Evaluations ◽  
Cumulative Advantage ◽  
Social Forces ◽  
Learner Centered ◽  
Team Based Learning ◽  
Team Activity ◽  
Course Material ◽  
Perceived Impacts ◽  
Upper Level

Abstract Team-based learning (TBL) was chosen for its learner-centered approach to intentional engagement and purposeful application of course material in a cross-listed, upper-level gerontology class (i.e., Social Forces in Aging). Intedashboard, an online TBL platform, was utilized to support the online synchronous course, which is especially useful for its integration of class material, module assessments, peer/course evaluations, and dashboard display of live team activity. From the perspective of an emerging scholar, this symposia session will explore the application of TBL as a tool for developing teams, helping students personally connect with course material, and support inclusive teaching initiatives. More specifically, this presentation examines how a scaffolded TBL exercise on cumulative advantage/disadvantage, intersectionality, and social identities led to increased identification and awareness of students’ social location, and the perceived impacts on their later lives.

Navigating the Complexities of Evaluating Team-Based Learning in the Graduate Classroom

2019 ◽  
Vol 5 (4) ◽  
pp. 254-260
Author(s):  
Shannon L. Sibbald ◽  
Ava John-Baptiste ◽  
Mark Speechley
Keyword(s):  
Public Health ◽  
Group Work ◽  
Peer Assessment ◽  
Public Health Practice ◽  
Health Educators ◽  
Unequal Distribution ◽  
Team Members ◽  
Interdisciplinary Field ◽  
Team Based Learning ◽  
Team Functioning

Team-based learning (TBL) appeals to public health educators because it mimics the real world of public health practice. Public health is an interdisciplinary field in which practitioners from various professional backgrounds come together to apply their different skills and competencies to a steadily changing array of public health problems. In addition to fostering synergistic learning, TBL can break down barriers between people from different professions and backgrounds. Many students have had past negative experiences with group work such as perceptions of unequal distribution of work and responsibility among team members. TBL extends beyond group work by supporting a pedagogical philosophy to empower students. Various methods of peer assessment have been proposed that embolden team members to evaluate one another’s contributions to group learning. We describe our TBL approach along with the strategies we employ to mitigate this particular challenge associated with TBL. Overall, we believe our approach to peer assessment in the context of TBL to be effective; students are more satisfied with the authentic assessment, and it has led to improved team functioning.

scholarly journals Peer assessment and evaluation in team-based learning

2008 ◽  
Vol 2008 (116) ◽  
pp. 69-78 ◽  
Author(s):  
Christina M. Cestone ◽  
Ruth E. Levine ◽  
Derek R. Lane
Keyword(s):  
Peer Assessment ◽  
Assessment And Evaluation ◽  
Team Based Learning

Redesigning Introduction to Communication Disorders

2010 ◽  
Vol 13 (2) ◽  
pp. 40-48 ◽  
Author(s):  
John Wm. Folkins
Keyword(s):  
Student Learning ◽  
Student Evaluation ◽  
Good Practice ◽  
Communication Disorders ◽  
Team Experience ◽  
Team Activity ◽  
Class Period ◽  
Written Assignments ◽  
Principles Of Good Practice ◽  
Overall Effectiveness

A class of 58 students in Introduction to Communication Disorders was divided into eight teams of approximately seven students each. The teams sat together all semester and participated in at least one team activity (team discussions, in-class written assignments, and team quizzes) in every class period. Teams also were used for taking roll and reviewing for examinations. There was no decline in student evaluation of the overall effectiveness of the course or in examination scores when compared to when this course was taught with half the number of students and no teams. Students evaluated the team experience highly and appeared to enjoy competition among teams. Using teams was successful in creating experiences that foster student learning as embodied in Chickering and Gameson’s principles of good practice.

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