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.
- Demonstrate effective teamwork skills.
- Evaluate the teamwork skills of peers.
- Work collaboratively to enhance individual and group learning of course content.
- Provide constructive feedback to peers.
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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.
- Michaelsen LK, Knight AB, Fink LD. Team-based learning: a transformational use of small groups in college teaching. Stylus Publishing, Sterling, VA; 2002 & 2004.
- 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.
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