A Practical Review for Implementing Peer Assessments Within Teams
Objective. The objective of this review is to maximize the benefit of peer assessments in teamwork settings in professional pharmacy curricula. Findings. Best practices do not exist for using peer assessments in academic settings. The studies on peer assessments that we reviewed applied various cond...
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| Veröffentlicht in: | American journal of pharmaceutical education 2022-10, Vol.86 (7), p.8795-907, Article 8795 |
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| container_title | American journal of pharmaceutical education |
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| creator | Yang, Anita Brown, Anna Gilmore, Rachel Persky, Adam M. |
| description | Objective. The objective of this review is to maximize the benefit of peer assessments in teamwork settings in professional pharmacy curricula.
Findings. Best practices do not exist for using peer assessments in academic settings. The studies on peer assessments that we reviewed applied various conditions: Some studies used peer assessments of teams for formative assessments, while others used them for summative assessments; some assessed teamwork at a limited number of time points, while some assessed multiple time points; some attached student names to the assessments, while some were anonymous; and some explained why the tool was being used, while others offered no explanation.
Conclusion. To use peer assessments most beneficially, instructors must define the purpose for their use, explain the purpose of teamwork, orient students to the tool being used, assess teamwork over time, provide feedback, minimize grades associated with the assessment, and use partial anonymity when collecting feedback. |
| doi_str_mv | 10.5688/ajpe8795 |
| format | Article |
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Findings. Best practices do not exist for using peer assessments in academic settings. The studies on peer assessments that we reviewed applied various conditions: Some studies used peer assessments of teams for formative assessments, while others used them for summative assessments; some assessed teamwork at a limited number of time points, while some assessed multiple time points; some attached student names to the assessments, while some were anonymous; and some explained why the tool was being used, while others offered no explanation.
Conclusion. To use peer assessments most beneficially, instructors must define the purpose for their use, explain the purpose of teamwork, orient students to the tool being used, assess teamwork over time, provide feedback, minimize grades associated with the assessment, and use partial anonymity when collecting feedback.</description><identifier>ISSN: 0002-9459</identifier><identifier>EISSN: 1553-6467</identifier><identifier>DOI: 10.5688/ajpe8795</identifier><identifier>PMID: 34697020</identifier><language>eng</language><publisher>United States: Elsevier Inc</publisher><subject>Best practice ; CATME ; collaboration ; Collaborative learning ; College teachers ; Cooperative learning ; Curricula ; Curriculum ; Education, Pharmacy ; Educational aspects ; Educational objectives ; Feedback ; group work ; Human resource management ; Humans ; Management ; Medical education ; Outcomes of Education ; peer assessment ; Peer Group ; Peer Review ; Peer tutoring ; Peers ; Pharmacy ; Pharmacy colleges ; Quality management ; Review ; Students ; Teaching Methods ; Teams ; Teamwork ; Thinking Skills ; Work groups</subject><ispartof>American journal of pharmaceutical education, 2022-10, Vol.86 (7), p.8795-907, Article 8795</ispartof><rights>2022 American Association of Colleges of Pharmacy</rights><rights>2022 American Association of Colleges of Pharmacy.</rights><rights>COPYRIGHT 2022 American Association of Colleges of Pharmacy</rights><rights>Copyright American Association of Colleges of Pharmacy 2022</rights><rights>2022 American Association of Colleges of Pharmacy 2022</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c511t-f6bb88502ca73ab22c16589169cab21c99b15c5201c0f315219a7fef1baf39953</citedby><cites>FETCH-LOGICAL-c511t-f6bb88502ca73ab22c16589169cab21c99b15c5201c0f315219a7fef1baf39953</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC10159466/pdf/$$EPDF$$P50$$Gpubmedcentral$$H</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/2724713123?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>230,315,728,781,785,886,27929,27930,53796,53798,64390,64392,64394,72474</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/34697020$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Yang, Anita</creatorcontrib><creatorcontrib>Brown, Anna</creatorcontrib><creatorcontrib>Gilmore, Rachel</creatorcontrib><creatorcontrib>Persky, Adam M.</creatorcontrib><title>A Practical Review for Implementing Peer Assessments Within Teams</title><title>American journal of pharmaceutical education</title><addtitle>Am J Pharm Educ</addtitle><description>Objective. The objective of this review is to maximize the benefit of peer assessments in teamwork settings in professional pharmacy curricula.
Findings. Best practices do not exist for using peer assessments in academic settings. The studies on peer assessments that we reviewed applied various conditions: Some studies used peer assessments of teams for formative assessments, while others used them for summative assessments; some assessed teamwork at a limited number of time points, while some assessed multiple time points; some attached student names to the assessments, while some were anonymous; and some explained why the tool was being used, while others offered no explanation.
Conclusion. To use peer assessments most beneficially, instructors must define the purpose for their use, explain the purpose of teamwork, orient students to the tool being used, assess teamwork over time, provide feedback, minimize grades associated with the assessment, and use partial anonymity when collecting feedback.</description><subject>Best practice</subject><subject>CATME</subject><subject>collaboration</subject><subject>Collaborative learning</subject><subject>College teachers</subject><subject>Cooperative learning</subject><subject>Curricula</subject><subject>Curriculum</subject><subject>Education, Pharmacy</subject><subject>Educational aspects</subject><subject>Educational objectives</subject><subject>Feedback</subject><subject>group work</subject><subject>Human resource management</subject><subject>Humans</subject><subject>Management</subject><subject>Medical education</subject><subject>Outcomes of Education</subject><subject>peer assessment</subject><subject>Peer Group</subject><subject>Peer Review</subject><subject>Peer tutoring</subject><subject>Peers</subject><subject>Pharmacy</subject><subject>Pharmacy colleges</subject><subject>Quality management</subject><subject>Review</subject><subject>Students</subject><subject>Teaching Methods</subject><subject>Teams</subject><subject>Teamwork</subject><subject>Thinking Skills</subject><subject>Work groups</subject><issn>0002-9459</issn><issn>1553-6467</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2022</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNptkVFrHCEUhaW0NNu00F9QBvrSl0m8OjrjUxlC0wQCCSWlj-K4143LjG51NqX_Pi7ZhKQpPojXz3PP9RDyEeiRkF13bNYb7FolXpEFCMFr2cj2NVlQSlmtGqEOyLuc15RCIxr2lhzwRqqWMrogfV9dJWNnb81Y_cBbj38qF1N1Pm1GnDDMPqyqK8RU9TljzrtSrn75-caH6hrNlN-TN86MGT_s90Py8_Tb9clZfXH5_fykv6itAJhrJ4eh6wRl1rTcDIxZkKJTIJUtJ7BKDSCsYBQsdRwEA2Vahw4G47hSgh-Sr_e6m-0w4dIWI8mMepP8ZNJfHY3Xz2-Cv9GreKuBglCNlEXhy14hxd9bzLOefLY4jiZg3GbNRCeb4oDygn7-B13HbQplPs1a1rTAgT2hVmZE7YOLpbHdieq-5YxxxuWOOvoPVdYSJ29jQOdL_dmDvU-bYs4J3eOQQPUub_2Qd0E_Pf2UR_Ah4AKwewBLNCXdpLP1GCwufUI762X0L1XvALfltQw</recordid><startdate>20221001</startdate><enddate>20221001</enddate><creator>Yang, Anita</creator><creator>Brown, Anna</creator><creator>Gilmore, Rachel</creator><creator>Persky, Adam M.</creator><general>Elsevier Inc</general><general>American Association of Colleges of Pharmacy</general><general>Elsevier Limited</general><general>American Journal of Pharmaceutical Education</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>4T-</scope><scope>4U-</scope><scope>7RQ</scope><scope>7RV</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>88E</scope><scope>8AO</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>K9.</scope><scope>KB0</scope><scope>M0P</scope><scope>M0S</scope><scope>M1P</scope><scope>M2O</scope><scope>MBDVC</scope><scope>NAPCQ</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope><scope>S0X</scope><scope>U9A</scope><scope>7X8</scope><scope>5PM</scope></search><sort><creationdate>20221001</creationdate><title>A Practical Review for Implementing Peer Assessments Within Teams</title><author>Yang, Anita ; Brown, Anna ; Gilmore, Rachel ; Persky, Adam M.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c511t-f6bb88502ca73ab22c16589169cab21c99b15c5201c0f315219a7fef1baf39953</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2022</creationdate><topic>Best practice</topic><topic>CATME</topic><topic>collaboration</topic><topic>Collaborative learning</topic><topic>College teachers</topic><topic>Cooperative learning</topic><topic>Curricula</topic><topic>Curriculum</topic><topic>Education, Pharmacy</topic><topic>Educational aspects</topic><topic>Educational objectives</topic><topic>Feedback</topic><topic>group work</topic><topic>Human resource management</topic><topic>Humans</topic><topic>Management</topic><topic>Medical education</topic><topic>Outcomes of Education</topic><topic>peer assessment</topic><topic>Peer Group</topic><topic>Peer Review</topic><topic>Peer tutoring</topic><topic>Peers</topic><topic>Pharmacy</topic><topic>Pharmacy colleges</topic><topic>Quality management</topic><topic>Review</topic><topic>Students</topic><topic>Teaching Methods</topic><topic>Teams</topic><topic>Teamwork</topic><topic>Thinking Skills</topic><topic>Work groups</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Yang, Anita</creatorcontrib><creatorcontrib>Brown, Anna</creatorcontrib><creatorcontrib>Gilmore, Rachel</creatorcontrib><creatorcontrib>Persky, Adam M.</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Docstoc</collection><collection>University Readers</collection><collection>Career & Technical Education Database</collection><collection>Nursing & Allied Health Database</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Medical Database (Alumni Edition)</collection><collection>ProQuest Pharma Collection</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Database (Alumni Edition)</collection><collection>Education Database</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Medical Database</collection><collection>Research Library</collection><collection>Research Library (Corporate)</collection><collection>Nursing & Allied Health Premium</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><collection>SIRS Editorial</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>American journal of pharmaceutical education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Yang, Anita</au><au>Brown, Anna</au><au>Gilmore, Rachel</au><au>Persky, Adam M.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>A Practical Review for Implementing Peer Assessments Within Teams</atitle><jtitle>American journal of pharmaceutical education</jtitle><addtitle>Am J Pharm Educ</addtitle><date>2022-10-01</date><risdate>2022</risdate><volume>86</volume><issue>7</issue><spage>8795</spage><epage>907</epage><pages>8795-907</pages><artnum>8795</artnum><issn>0002-9459</issn><eissn>1553-6467</eissn><abstract>Objective. The objective of this review is to maximize the benefit of peer assessments in teamwork settings in professional pharmacy curricula.
Findings. Best practices do not exist for using peer assessments in academic settings. The studies on peer assessments that we reviewed applied various conditions: Some studies used peer assessments of teams for formative assessments, while others used them for summative assessments; some assessed teamwork at a limited number of time points, while some assessed multiple time points; some attached student names to the assessments, while some were anonymous; and some explained why the tool was being used, while others offered no explanation.
Conclusion. To use peer assessments most beneficially, instructors must define the purpose for their use, explain the purpose of teamwork, orient students to the tool being used, assess teamwork over time, provide feedback, minimize grades associated with the assessment, and use partial anonymity when collecting feedback.</abstract><cop>United States</cop><pub>Elsevier Inc</pub><pmid>34697020</pmid><doi>10.5688/ajpe8795</doi><tpages>9</tpages><oa>free_for_read</oa></addata></record> |
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| ispartof | American journal of pharmaceutical education, 2022-10, Vol.86 (7), p.8795-907, Article 8795 |
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| subjects | Best practice CATME collaboration Collaborative learning College teachers Cooperative learning Curricula Curriculum Education, Pharmacy Educational aspects Educational objectives Feedback group work Human resource management Humans Management Medical education Outcomes of Education peer assessment Peer Group Peer Review Peer tutoring Peers Pharmacy Pharmacy colleges Quality management Review Students Teaching Methods Teams Teamwork Thinking Skills Work groups |
| title | A Practical Review for Implementing Peer Assessments Within Teams |
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