Original Publication
Open Access

Peer Evaluation in a Didactic Team-Based Learning Dental Hygiene Course

Published: January 19, 2012 | 10.15766/mep_2374-8265.9079

Included in this publication:

  • Peer Evaluation Instrument Form and Process MEP.doc
  • Peer Evaluation Instrument Instructor's Guide MEP FINAL.doc
  • Sample Peer Evaluation Grade MEP.xls
  • Sample Peer Feedback MEP.doc
  • Template Peer Evaluation Grades MEP.xls

To view all publication components, extract (i.e., unzip) them from the downloaded .zip file.


Editor's Note: This publication predates our implementation of the Educational Summary Report in 2016 and thus displays a different format than newer publications.

Abstract

Introduction: Peer evaluation in a team-based learning (TBL) instructional strategy emphasizes individual and group accountability and allows students to demonstrate and evaluate effective teamwork skills and provide constructive feedback to their peers. To ensure students have an opportunity to reward peers who contribute most to team assignments, as well as helping individuals recognize the need to be individually accountable to their team, peer evaluations are considered essential components of TBL. Methods: As part of a TBL introductory didactic dental hygiene course, students were instructed to complete a peer evaluation for each student on their team by assigning an average of 10 points to every member of the team excluding themselves. At least one score was to be 11 or higher and one score to be 9 or lower, with a rationale for the highest and lowest ratings. This resource includes the peer-evaluation instrument, a template for calculating scores, and a discussion about lessons learned in the process of implementation. Results: Scores for each student were averaged. Variability among teams was examined by observing student scores by team. Individual scores of 11 or higher and 9 or lower were selected for review of narrative feedback to identify common themes. Variability among individual scores was noted in nine of the 10 teams, with scores ranging from 7.4 to 12.0. Two themes emerged from the data as determinants for both high and low scores: social interaction and work ethic. Discussion: The peer-evaluation method used in this project demonstrated the ability to differentiate between groups where individual students contributed more equally (less variation in averaged scores) and groups where individual students contributed at different levels (greater range of scores within the team). This peer-evaluation method could be a first step to implementing more sophisticated peer assessments.


Educational Objectives

By the end of this team-based learning peer evaluation, learners will be able to:

  1. Demonstrate effective teamwork skills.
  2. Evaluate the teamwork skills of peers.
  3. Work collaboratively to enhance individual and group learning of course content.
  4. Provide constructive feedback to peers.

Author Information

  • Nancy Keselyak, MA: University of Missouri-Kansas City
  • Cynthia Gadbury-Amyot, EdD: University of Missouri-Kansas City
  • Larry Michaelsen, PhD: University of Central Missouri
  • Melanie Simmer-Beck, MS: University of Missouri-Kansas City

Disclosures
None to report.

Funding/Support
None to report.

Prior Presentations
Keselyak N, Gadbury-Amyot CC, Simmer-Beck M. Examining Peer Assessment in a Didactic Team-based Learning Course. Poster presented at: American Dental Hygienists’ Association, Annual Session; June 24, 2010; Las Vegas, NV.

Keselyak N, Gadbury-Amyot CC, Simmer-Beck M. Examining Peer Assessment in a Didactic Team-based Learning Course. Poster presented at: American Dental Education Association 87th Annual Session & Exhibition; March 1, 2010; National Harbor, Maryland.


References

  1. Michaelsen LK, Knight AB, Fink LD. Team-based learning: a transformational use of small groups in college teaching. Stylus Publishing, Sterling, VA; 2002 & 2004.
  2. Michaelsen, LK, Parmelee DX, McMahon, KK, and Levine RE. Team-based learning for Health Professions Education: A guide to using small groups for improving learning. Stylus Publishing, Sterling, VA; 2008.


Citation

Keselyak N, Gadbury-Amyot C, Michaelsen L, Simmer-Beck M. Peer evaluation in a didactic team-based learning dental hygiene course. MedEdPORTAL. 2012;8:9079. https://doi.org/10.15766/mep_2374-8265.9079

This publication is co-sponsored by the American Dental Education Association.