W Elshami1, M E Abdalla2. 1. University of Sharjah, College of Health Sciences, Medical Diagnostic Imaging Department, Sharjah, United Arab Emirates. Electronic address: wiamelshamihassan@gmail.com. 2. University of Sharjah, College of Medicine, United Arab Emirates.
Abstract
INTRODUCTION: Assessment is a central part of student learning. Student involvement in peer assessment leads to significant improvement in students' performance, supports students' learning, promotes the development of evaluation skills and encourages reflection. AIM: The aim of this study is to assess perceptions of the Formative Peer Assessment (FPA) initiative within a higher education setting for undergraduate radiography students. METHODS: Qualitative action research was conducted. Students were allowed to anonymously assess each other's assignments using a standardized evaluation sheet that they had been trained to use. Participants' perceptions were assessed through focus group discussion. RESULTS: The findings showed that students' experiences with peer assessment were positive. Students acknowledged that they received valuable feedback and learned from assessing their peers. Students recommended the need for training and suggested using more than one evaluator. CONCLUSION: The FPA initiative in the study institution believed to be succeed as the students had a positive experience with the FPA. Students learnt from PA and from self-assessment. Implementation of PA will promote reflection and critical thinking and problem solving skills, that are important traits in radiography graduate profile as in radiography clinical practice the professional require to modify imaging techniques and critique images to ensure the quality of care.
INTRODUCTION: Assessment is a central part of student learning. Student involvement in peer assessment leads to significant improvement in students' performance, supports students' learning, promotes the development of evaluation skills and encourages reflection. AIM: The aim of this study is to assess perceptions of the Formative Peer Assessment (FPA) initiative within a higher education setting for undergraduate radiography students. METHODS: Qualitative action research was conducted. Students were allowed to anonymously assess each other's assignments using a standardized evaluation sheet that they had been trained to use. Participants' perceptions were assessed through focus group discussion. RESULTS: The findings showed that students' experiences with peer assessment were positive. Students acknowledged that they received valuable feedback and learned from assessing their peers. Students recommended the need for training and suggested using more than one evaluator. CONCLUSION: The FPA initiative in the study institution believed to be succeed as the students had a positive experience with the FPA. Students learnt from PA and from self-assessment. Implementation of PA will promote reflection and critical thinking and problem solving skills, that are important traits in radiography graduate profile as in radiography clinical practice the professional require to modify imaging techniques and critique images to ensure the quality of care.