Self and Peer Assessment in Medical Education
Author Information
Author(s): Machado José Lúcio Martins, Machado Valéria Menezes Peixeiro, Grec Waldir, Bollela Valdes Roberto, Vieira Joaquim Edson
Primary Institution: UNICID – Universidade Cidade de São Paulo Medical School
Hypothesis
This study aimed to compare self-, peer-, and tutor assessments during PBL tutorials of first-year medical students.
Conclusion
Peer- and self-assessment marks might be reliable but not valid for PBL tutorial process, especially if these assessments are used for summative assessment.
Supporting Evidence
- Self-assessment and peer assessment scores were consistently higher than tutor assessment scores.
- There was no statistically significant difference between self-assessment and peer assessment scores.
- The study suggests reconsideration of using self and peer assessments for summative grading.
Takeaway
Students often give themselves and their peers higher scores than their tutors do, which might not accurately reflect their performance.
Methodology
The study compared self-assessment, peer assessment, and tutor assessment scores using ANOVA and post hoc tests over seven semesters.
Potential Biases
Students may inflate their self-assessment scores, leading to a lack of transparency in evaluation.
Limitations
The study's findings may be influenced by the lack of experience in PBL for students and tutors during the initial years of the program.
Participant Demographics
The sample included 349 first-year medical students, with 57% women and 42% men.
Statistical Information
P-Value
p<0.0001
Statistical Significance
p<0.0001
Digital Object Identifier (DOI)
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