Evaluation of peer-graded assignments in a skills-based course sequence

Abstract

Peer grading has been used in higher education to assist in the evaluation process and enhance student learning. One form of active learning relevant to pharmacy practice is written documentation using the subjective, objective, assessment, plan (SOAP) format. The purpose of this study was to evaluate the peer-grading process utilized for three SOAP note assignments for pharmacy students enrolled in a skills-based course sequence entitled Professional Skills Development (PSD). Objectivewere to compare student and faculty scores for assignments and gather the students' perceptions about the peer grading sessions. To each SOAP note was graded by a blinded peer in a class session and graded independently by the faculty instructor. A survey was given to the students after the third SOAP note session to assess their perceptions of the grading sessions. ResultsFor each of the sessions, the peer SOAP note score was lower than the faculty score (p<0.001). Seventy-nine percent of the students (n = 98) completed the survey. The majority strongly agreed or agreed that the instructions were clear, the checklists were easy to follow, their learning was enhanced, faculty guidance allowed them to effectively grade a peer's SOAP note, and peer grading should be used more frequently in the curriculum. ConclusionPeer grading is useful in evaluating student SOAP note assignments and perceived by students as a valuable learning exercise.