Peer Assessment Research Articles

The impact of peer assessment design on interpersonal processes: A systematic review

Peer assessment can have a very positive impact on students’ learning. However, it also poses some challenges such as trust issues, concerns about its fairness, feelings of discomfort, etc. It is known that the interpersonal processes of peer assessment can affect its outcomes. However, it is less clear how peer assessment should be implemented to prevent this. In this article, we reviewed 27 studies that have investigated how the instructional design elements of peer assessment influence interpersonal processes. A literature search was carried out on Scopus, PsycINFO, and Eric with a search string composed of three parts with keywords linked to (1) peer assessment, (2) educational contexts, and (3) interpersonal processes. The 14,552 retrieved records were screened in terms of the inclusion criteria, which resulted in 27 studies being included and analysed through a narrative synthesis. The results revealed that the three most commonly-investigated design elements were privacy, format, and training. Privacy seems to have a positive impact on some interpersonal processes, but a detrimental effect on others. Concerning format, studies suggest that increased amounts of guidance are associated with a positive impact on interpersonal processes, but this result must be interpreted with caution due to the limitations of the studies’ research designs. The use of training seems to be beneficial in minimising the negative effects of interpersonal processes. Finally, no conclusion could be drawn on three other design elements that were only investigated in one study each, and with weak research designs. These results allowed us to draw important recommendations for practitioners implementing peer assessment and to identify gaps and needs that could inform future research.

Merging Self-Regulatory Strategies with GTA Pedagogical Practices: Enhancing Student Autonomy and Engagement

Graduate Teaching Assistants (GTAs) play a dual role in higher education, balancing their research responsibilities with teaching duties. This dual identity provides a unique vantage point for GTAs to implement innovative teaching practices that encourage students to utilize self-regulated learning (SRL) strategies. This paper explores how GTAs can adopt teaching practices centered on promoting SRL among students. Drawing on data from focus groups and surveys conducted with five GTAs, the study identifies key techniques—such as reflective journals, peer assessments, and technology-enhanced learning tools—that GTAs can incorporate into their teaching. The intervention was conducted over one semester in an English proficiency course tailored for students with low English proficiency. Findings indicate that these strategies not only enhance student engagement and motivation but also improve critical thinking and problem-solving skills. The paper underscores the positive impact of SRL on student learning outcomes and discusses how GTAs can effectively integrate and promote these strategies in their pedagogical practices.

Video-based peer assessment of collaborative teamwork in a large-scale interprofessional learning activity.

The assessment of team performance within large-scale Interprofessional Learning (IPL) initiatives is an important but underexplored area. It is essential for demonstrating the effectiveness of collaborative learning outcomes in preparing students for professional practice. Using Kane's validity framework, we investigated whether peer assessment of student-produced videos depicting collaborative teamwork in an IPL activity was sufficiently valid for decision-making about team performance, and where the sources of error might lie to optimise future iterations of the assessment. A large cohort of health professional students (n = 1218) of 8 differing professions was divided into teams containing 5-6 students. Each team collaborated on producing a short video to evidence their management of one of 12 complex patient cases. Students from two other teams, who had worked on the same case, individually rated each video using a previously developed assessment scale. A generalisability study quantified sources of error that impacted the reliability of peer assessment of collaborative teamwork. A decision study modeled the impact of differing numbers of raters. A modified Angoff determined the pass/fail mark. Within a large-scale learning activity, peer assessment of collaborative teamwork was reliable (G = 0.71) based on scoring by students from two teams (n = 10-12) for each video. The main sources of variation were the stringency and subjectivity of fellow student assessors. Whilst professions marked with differing stringency, and individual student assessors had different views of the quality of a particular video, none of that individual assessor variance was attributable to the assessors' profession. Teams performed similarly across the 12 cases overall, and no particular professions marked differently on any particular case. A peer assessment of a student-produced video depicting interprofessional collaborative teamwork around the management of complex patient cases can be valid for decision-making about student team performance. Further refining marking rubrics and student assessor training could potentially modify assessor subjectivity. The impact of professions on assessing individual peers and the case-specificity of team performances in IPL settings need further exploration. This innovative approach to assessment offers a promising avenue for enhancing the measurement of collaborative learning outcomes in large-scale Interprofessional learning initiatives.

Leveraging TikTok and Technology-Enhanced Peer Assessment

Technology-enhanced learning (TEL) is a crucial element of contemporary higher education. This Pecha Kucha explores innovative TEL strategies to enhance student engagement and self-directed learning. This abstract outlines a technologically innovative education design in an Australian university’s commerce course. Within this course, students created TikTok videos to promote awareness of the United Nations Sustainable Development Goals (UN SDGs). The selection of TikTok as the social media tool of choice was informed by its demographic alignment, with 36.7% of its users aged 18 to 24 (Statista Search Department, 2024). The efficacy of short-form video content in fostering engagement, particularly among higher education students, is well-documented (Wong, 2023; Perez et al., 2023). Moreover, Khechine et al.’s (2020) research shows that the adoption of social media tools in education promotes the value of enjoyment and interest in performing an activity, thereby fostering intrinsic motivation - a critical determinant of effective learning (Ryan & Deci, 2000). Students also engaged in peer assessment of their TikTok videos, which centred on the creation of TikTok content tailored for first-year students. Given that the assessors themselves belonged to the first-year cohort, they were deemed to possess an inherent understanding of the target audience. Thus, they were best positioned to evaluate whether TikTok videos communicate the information clearly and stimulate audience’s interest and engagement. Peer assessment is reflexive and allows students to apply learning by assessing in the current context (Bloxham & West, 2004). Li et al. (2020) suggest peer review of assessment leads to significantly improved assessment performance. It also promotes ownership and accountability, encouraging self-directed learning (Ryan & Deci, 2020). Qualtrics, a technology platform, was employed to collect and collate evaluation scores to facilitate the peer assessment process. The peer assessment used Qualtrics with rubric sliders, thereby emulating the evaluative framework typically employed by instructors. This approach adhered to best practices in TEL (Chernikova et al., 2020). Qualtrics also provides additional advantages, including streamlining score collection from large student groups and efficiently generate descriptive statistics to examine whether students give higher scores to their own groups compared to others, and whether there's more variability in scores for their own group versus peer groups (Bloxham & West, 2020). Promoting UN SDGs using TikTok successfully supported TEL and enhanced self-directed learning. The course engagement score has increased by 9 basis points from the previous teaching period. Some examples of student feedback included: “Rehearsing for the video and interviewing students was fun and insightful.” “I was genuinely curious about the university’s sustainability approaches.” “TikTok makes learning about real-life UN SDG efforts approachable.” “Watching other students' TikTok videos was interesting.” Feedback from the teaching team also suggests the quality of the videos were well-reflected in the peer assessment scores. This Pecha Kucha presents an innovative education design that leverages TikTok and peer assessment to boost engagement. It provides a valuable model for academics seeking to integrate TEL strategies within their disciplines, like performing arts and medicine (Nicolaou et al., 2019; Cheston et al., 2013).

Transforming STEM Education with Design Thinking

This poster showcases the Technology-Enhanced Learning (TEL) pedagogy designed for a health discipline course at an Australian University. The use of the design thinking process for problem-based learning was implemented to enhance first-year students' creative and digital skills. Collaboration with the industry partners enabled an authentic learning experience. In the post-COVID era, students are more diverse, demanding, discerning, and inclined towards flexible learning to shape their educational experiences. To meet these evolving needs, we adhered to digital accessibility guidelines and Universal Design for Learning (UDL) principles, promoting inclusive education. A student-centric approach to TEL pedagogy is essential for delivering authentic and connected learning experiences (Ní Shé, 2022). In our health course, we designed interactive content using HTML5 Package (H5P) to create engaging learning materials and activities in health course modules. This included multiple-choice questions, interactive text, images, and videos, providing opportunities for students to answer questions, solve problems, and explore content knowledge. This also included formative feedback and opportunities for students to test their understanding. Additionally, design thinking was incorporated to allow students to test their understanding of the health applications, solve ‘wicked’ real-world problems and create human-centric solutions (Brenner et al., 2016). In a three-week course module, Week 1 presented an open-ended real-world problem, designed and developed in collaboration with an industry partner, to help students understand user needs and pain points. Later in the week, students defined the problem by narrowing the scope down and identifying characteristics of the user persona. In Week 2, students ideated multiple responses to the defined problem, utilising problem-solving skills and creativity (Jia, Jalaludin, & Rasul, 2023) to think critically and brainstorm the appropriate solutions using Miro, and then created a low-fidelity prototype to meet the user requirements. In Week 3, students applied their knowledge to test the solution against user needs, constructively aligned with the industry practices. Through the experience of design thinking to solve open-ended, real-world problems, we employed problem-solving learning pedagogy to develop an iterative process of group work (Dam?a & Wittek, 2020). Academics acted as facilitators rather than traditional lecturers, providing support and resources as needed, but allowing students to take the lead. Students took responsibility for their learning by collaborating to explore design thinking and refining their solutions as they gathered information and feedback from various sources, integrating their own disciplinary knowledge as jigsaw pieces (Calkins & Rivnary 2022). For the purpose of authentic assessment, we designed challenging activities that required students to apply design thinking in problem-solving. The assessment tasks focused on both the process and the final solution, as well as the reflective component, including self-assessment and peer assessment. Students increased their effort towards this problem-based assessment because it held more real-life relevance and allowed them to apply their knowledge and skills in practical contexts.

Supporting Peer Feedback at Scale

Schneider et al. (2017) conducted a systematic review of 38 meta-analyses investigating 105 variables linked to student performance. They reported peer assessment is the most influential factor in explaining students’ achievement. The benefits are even more significant when combined with self-assessment as students' meta-cognitive capacity is exercised as they calibrate their level of understanding and confidence to that of their peers (Power & Tanner, 2023). Assessing a peer digitally has been shown to be more effective than in-person settings (Li et al., 2020). Winstone & Boud (2022) recommend improving students’ learning by focusing on providing and receiving high-quality feedback rather than on grades. Despite the potential of technology to help students assess each other, there is sparse research in commerce studies, let alone on large-scale subjects, where technology use is essential to leverage students’ learning and encourage interaction, which otherwise would be limited. Such a study can shed light on students' learning and engagement benefits. Technology can also aid in creating a structured learning environment, with students being required to complete multiple tasks throughout the semester and engage with the platform repetitively, reinforcing improved curriculum retention (Schwerter et al., 2022). Our project involved implementing five tasks (a practice task and four assessed tasks) in a large-cohort first-year finance subject at a leading Australian university. The tasks contributed 15% to each student’s final mark and utilised the Feedback Fruits platform (integrated with Canvas LMS). For each task, students scanned their handwritten answers to two questions, uploaded them into the platform as a PDF file, completed self-assessment and reviewed a randomly assigned anonymous peer using a rubric designed to mimic the rubric used to mark final exam questions. We configured the system so that students had at least one week to upload their answers and another week to complete the self-assessment and peer review. Statistical analysis of the Feedback Fruits analytics files, which include completion rates and performance, involved regression analysis and propensity score matching and indicates a significant positive relationship between platform engagement (measured by time spent on the platform, provided comments length and task performance) and final exam performance, even after controlling for a student’s finance aptitude. The study also involved an end-of-semester survey and focus groups to capture students’ perceptions. Students indicated the positive learning benefits they gained from reviewing their peers, being reviewed, and reflecting on their performance. Furthermore, we found a high correlation between the number of comments and the average number of words per comment students left themselves and those left for their peers. The innovation of our research is in the scale, continuous use of the platform throughout the semester with multiple access points per task and better exam preparedness by simulating exam conditions utilising rubrics and handwriting requirements. This poster describes the project’s implementation process map, including task setup, timelines, and the support provided, which is the technical part of the bigger project. We review fundamental mechanisms to improve participation and the quality of the reviews. In addition, the poster presents the challenges faced and offers practical steps to overcome them.

Surgery First and Aligners: A Case Report Combining In-House Surgical Guides and Pre-Adapted Titanium Plates

Continuous advancements in technology have made it possible to integrate clear aligner therapy (CAT) with orthognathic surgery. This case report presents a novel, individually-planned workflow, combining CAT with a surgery-first orthognathic approach (SFOA) in collaborating with engineers for an in-house production of surgical guides and customized titanium plates. The patient was evaluated subjectively, using the Oral Health-Related Quality of Life-14 (OHIP-14) questionnaire and Orthognathic Quality of Life questionnaire (OQLQ), and objectively with the Peer Assessment Rating (PAR) index. The patient displayed the planned occlusal relationship with no report of discomfort in the temporomandibular joint (TMJ) or post-surgical complications. The surgical and occlusal outcomes have remained consistent and stable after debonding. A decreased score was reported in both questionnaires and the PAR after treatment, thereby indicating improvements in both subjective and objective evaluations. This case report demonstrates that with proper individual planning, satisfactory subjective and objective outcomes can be achieved when combining SFOA with CAT.

The Effect of Teaching Strategies on English Language Learning in Libya

This study examines the impact of teaching strategies on English language learning in Libya, focusing on the challenges Libyan teachers face in secondary schools. The research investigates the effectiveness of different teaching methods and explores innovative strategies, including interactive technologies, in the classroom. The primary aim is to assess how these strategies influence student engagement, language proficiency, and overall learning outcomes. A mixed-method approach was employed, incorporating a quantitative analysis of survey data from ten high school English instructors in Hoon. The results indicate that educators frequently employ supportive techniques, including offering comments and encouraging task completion. The study reveals substantial deficiencies in self-assessment and contemporary evaluation techniques, suggesting a dependence on conventional pedagogical methods. The absence of modern methodologies, such as student reflection and peer assessment, may restrict students' active engagement and impede their linguistic advancement. This research paper also identifies differences in teaching practices based on teacher demographics, including gender and years of experience. More experienced teachers were found to employ a broader range of strategies, suggesting the need for mentorship and professional development for newer educators. The study emphasizes integrating technology-enhanced tools and reflective assessment techniques to foster a more effective and engaging learning environment. The conclusions drawn from this research paper recommend that targeted professional development programs be implemented to support teachers in adopting more reflective and modern teaching methods. These programs should focus on enhancing teachers' skills in self-assessment techniques, peer evaluation, and technology integration in the classroom. By doing so, English language instruction in Libya can be significantly improved, contributing to better student outcomes and excellent English proficiency. Overall, the study underscores the need for a dynamic and adaptable approach to teaching English, where traditional methods are supplemented by innovative strategies that actively engage students and equip them with the necessary skills to succeed in a globalized world.

Effectiveness of AR-Based Formative Peer Assessment on Chinese Writing Performance of Students with Different Cognitive Styles

The ability to communicate effectively in writing and produce clear and cohesive text is a necessary skill in both educational settings and the workplace, yet many young students struggle to organize their thoughts and engage in deep thinking. To address these challenges, an augmented reality (AR) application titled “Explore Wild Animals” has been used to help students organize information; however, it may not accommodate different cognitive styles. Integrating formative peer assessment (FPA) strategy into AR-based instruction can enhance knowledge construction and address diverse cognitive needs. This study, conducted from May to June 2023, empirically investigates the effects of FPA in an AR environment on the writing performance of learners with field-independent (FI) and field-dependent (FD) cognitive styles. A total of 89 fifth-grade pupils from China were randomly assigned to two groups: one group adopting FPA in an AR environment (AR-FPA), and the other group adopting FPA in a conventional PowerPoint (PPT) version 2410 environment (FPA). The results of a two-way analysis of covariance (ANCOVA) indicate that the AR-FPA group outperformed the FPA group in writing performance. Specifically, FI learners benefitted more from the AR-FPA approach, while FD learners performed better with the FPA approach. However, multiple linear regression analysis reveals that the peer feedback quality and features showed little to no significant correlation with feedback providers’ writing performance, regardless of cognitive style. These results highlight the effectiveness of integrating AR and FPA in enhancing educational outcomes, providing practical insights for promoting the sustainability of technology-enhanced learning and teaching practices.

Occlusal and Cephalometric Outcomes of Cleft Orthognathic Surgery: A Retrospective Cohort Study.

Aberrant facial growth in individuals affected by orofacial clefts can result in maxillary retrusion and class III malocclusion, with a proportion requiring surgical correction at cessation of growth. This study aimed to evaluate occlusal and cephalometric outcomes of combined orthodontic-orthognathic treatment. Retrospective cohort study in a United Kingdom cleft center. Participants included twenty-seven patients (20 males, 7 females) with cleft (n = 16 UCLP :7 BCLP :4 ICP) who consecutively underwent combined surgical treatment for Class III malocclusion between January 2013 and December 2017. Records were collected pre-treatment (T0), pre-surgery (T1) and at debond (T2). Models were scored using the Peer Assessment Rating (PAR) index and cephalometric radiographs were traced and analyzed. Outcomes were assessed by an independent rater. Mean age at surgery was 21.4 years (SD 4.9). Le Fort 1 advancement (mean 6.1 mm, SD 4.0) was performed in all cases. Additional procedures included mandibular setback (n = 2), cortico-cancellous bone grafting (n = 6) and genioplasty (n = 1). Mean T0 PAR score was 44.8 (SD 11.7), reducing to 3.6 (SD 2.0) at T2, indicating a mean % PAR score reduction of 91.6% (SD 4.7). Class III skeletal profiles improved from a mean T0 ANB of -2.1º (SD 2.2), to 2.8º (SD 1.6) at T2. Mean T0 overjet was -3.3 mm (SD 2.3), increasing to 2.6 mm (SD 1.3) at T2. Cleft orthognathic surgery differs in complexity and approach to routine orthognathics, however, these results demonstrate that occlusal outcomes can still be comparable with non-cleft populations. Outcome data can be used for comparison with other centers providing cleft orthognathic treatment.

Using Peer Assessment Leveraging Large Language Models in Software Engineering Education

This paper explores the integration of generative AI and large language models into the realm of software engineering education and training, with a specific focus on the transformation of traditional peer assessment methodologies. The motivation stems from the growing demand for innovative educational techniques that can effectively engage and empower learners in mastering Software Engineering principles. The proposed approach involves presenting students with modeling exercises solved by ChatGPT, prompting them to critically evaluate and provide constructive feedback on the generated solutions. By engaging students in a dialogue with the AI model, we aim to foster a dynamic learning environment where learners can articulate their considerations and insights, thereby enhancing their comprehension of software engineering principles, critical thinking and self evaluation skills. Preliminary results from pilot implementations indicate promising outcomes, suggesting that this approach not only enhances the quality of peer feedback but also contributes to a more interactive and engaging educational experience.

Peer editing and writing proficiency: an experimental study in South Korean higher education

ABSTRACT Peer editing enhances critical thinking, improves student writing, ultimately leading to a more productive learning environment (Kostopoulou and O’Dwyer 2021; Lundstrom and Baker 2009, “To give is better than to receive: The benefits of peer review to the reviewer’s own writing.” Journal of Second Language Writing 18:30–43; Storch 2018, “Written corrective feedback from sociocultural theoretical perspectives: A research agenda.” Language Teaching 51 (02): 262–277; Yao et al. 2021, “How university EFL writers’ beliefs in writing ability impact their perceptions of peer assessment: Perspectives from implicit theories of intelligence.” Assessment & Evaluation in Higher Education 46 (1): 151–167). However, reservations toward peer feedback in a university EFL setting persist due to the accuracy of L2 feedback (Braine, 2003; Erdel 2023, “Student feedback literacy (SFL) profiles in an L2 writing classroom and the influence of peer feedback on the SFL features.” International Journal of Education and Literacy Studies 11 (3): 112–125.). This study utilized a pretest-posttest writing assessment to analyze differences in writing outcomes in an academic research writing course at two universities in Seoul, South Korea. The researchers also examined the accuracy of the L2 peer-editing feedback. The sampling consisted of five randomized classes of university undergraduates. Two control groups received feedback via the instructor and two experimental groups received peer-editing feedback. A fifth mixed group was divided between the control and experimental groups but within the same context. The instructors used both in-class and online feedback tools for the control and experimental groups. The analysis used Sengupta’s (1998, “Peer evaluation: ‘I am not the teacher’.” ELT Journal 52 (1): 19–28) revision taxonomy to assess peer feedback accuracy. Participants completed separate pretest and posttest writing assessments. One at the start of the semester (pretest) and one at the end (posttest). The researchers used a MANOVA to compare the pretest and posttest mean average assessment scores between the control and experimental groups. The results show that peer feedback matches the effectiveness of professor feedback for pretest/posttest scores. Researchers also assessed 156 peer-editing assignments for feedback accuracy. Peer editors demonstrated statistically significant accuracy. This study recommends using peer feedback for its benefits to L2 learners and instructors.

Examinatıon of Assessment and Evaluation Elements in 5th, 6th and 7th Grade Social Studies Middle School Textbooks

Textbooks are the most fundamental educational materials. For these materials to be effectively used, they need to be relevant to the era we live in. In this context, since 2004, the content of textbooks in Turkey has been prepared within the framework of constructivist education, aiming to enhance students’ cognitive, affective, and psychomotor skills. This study examines the assessment and evaluation elements within Social Studies textbooks to determine their alignment with constructivist education and the specific skills they target for students. The research analyzes assessment components found in six different textbooks approved by the Ministry of National Education (MEB). Within these textbooks, the assessment elements related to seven learning approaches—such as preparatory questions, in-text questions, activities, end-of-text evaluations, self-assessment, peer assessment, concept maps, end-of-unit assessment questions, and group self-assessment—are classified and studied from a constructivist perspective. Using a qualitative research design, document analysis is employed to identify assessment elements and link them to skills consistent with constructivist education. Finally, a comparative evaluation reveals differences between textbooks at different educational levels, contributing to the literature on the relationship between assessment elements and constructivist education in Social Studies textbooks.

Informing factors and outcomes of self-assessment practices in medical education: a systematic review

Background Self-assessment (SA) is increasingly recognized not only as an assessment method but also as a vital learning activity that enables learners to identify their strengths and limitations, fostering a crucial skill for lifelong learning. Despite its acknowledged significance, there remains a gap in understanding SA for and as learning, rather than merely of learning. This review, therefore, explores two primary questions: (1) What factors inform the implementation of medical students’ SA practices? (2) How does SA practices contribute to various educational outcomes? Methods A systematic review was conducted across five databases, employing a combination of keywords pertinent to SA and medical education. Our selection criteria deliberately excluded articles that solely focused on the accuracy of SA or used SA exclusively as a measure for other outcome variables. As a result, 39 studies met our inclusion criteria and were analyzed for this review. Qualitative narrative synthesis was used to summarize the informing factors. Furthermore, Kirkpatrick’s model was employed to categorize and summarize the effects of SA activities across various educational outcome levels, including reactions, learning, and behavioral changes. Results Our review reveals that key factors influencing students’ SA includes feedback from various stakeholders, peer assessment, the format of SA, and both learner and teacher training. Among the 39 studies examined, the majority demonstrated positive effects of SA on aspects such as attitudes and skills. However, a minority found no significant associations, with these outcomes frequently linked to contextual variables and how SA was implemented. Conclusions Our review does not focus on SA accuracy or its role as an assessment method; instead it delves into the role of SA as an integral learning practice. We explored its influencing factors and its impact across various outcomes. The findings indicate that for SA to effectively enhance student learning outcomes, it must be implemented with ample support, clear guidelines, and within contexts that encourage feedback and reflection.

Investigating anonymity in formative and summative peer assessment: Effects on university students’ social-affective factors, perceptions and preference

This study examines the impact of anonymity on students’ social-affective processes, as well as their perceptions and preferences regarding peer assessment and grading for both formative and summative purposes. 177 higher education students participated in this quasi-experimental study. They participated in two peer assessment activities after receiving training on the provision of effective feedback. The first peer assessment activity was formative in nature, while the second was summative. The study had two conditions: anonymous peer assessment and non-anonymous peer assessment. Results indicate that although 73.6 % of all students (90.5 % in the anonymous condition and 56.5 % in the non-anonymous condition) preferred anonymous peer assessment, this preference did not significantly impact perceptions of fairness or peer pressure. This challenges assumptions around the effects of anonymity. Interestingly, non-anonymous settings were still favourably viewed, with the open-ended responses indicating the value of face-to-face dialogue. This suggests that non-anonymous, highly formative peer assessment requiring more interaction may lead to better social and interpersonal outcomes.

Integrating peer assessment cycle into ChatGPT for STEM education: A randomised controlled trial on knowledge, skills, and attitudes enhancement

Integrating peer assessment cycle into <scp>ChatGPT</scp> for <scp>STEM</scp> education: A randomised controlled trial on knowledge, skills, and attitudes enhancement

Reflective portfolios: a learning and self-assessment tool

Recent studies have emphasized the growing relevance of portfolios in higher education, particularly as a tool that fosters reflective and formative assessment practices. This article presents a qualitative study conducted with a group of Education students, exploring the portfolio as the primary assessment method. The research investigates the conditions under which portfolios can serve as effective tools for both self and peer assessment, using reflective cognition (metacognition) to enhance learning. Classroom observations were combined with open-ended questionnaires, and data analysis was conducted using webQDA software to ensure rigor and objectivity in interpreting the findings. The study reveals that the use of portfolios not only fostered student agency and autonomy but also strengthened self-responsibility and promoted deeper engagement with the learning process. Furthermore, portfolios facilitated a more dynamic, transparent, and collaborative relationship between students and instructors, offering a structured yet flexible approach to assessment. By aligning with competency-based curricula, the portfolio enables a more personalized and meaningful evaluation of students' development, shifting away from traditional, static assessment models. This study contributes to the advancement of assessment practices in higher education, advocating for portfolios as a critical tool in promoting cognitive development, reflexive thinking, and an integrated approach to learning and assessment.

Authentic Hands-On Learning Approaches for Bulky Student Cohorts in General Chemistry Laboratory Using Case and Peer Assessment

Authentic Hands-On Learning Approaches for Bulky Student Cohorts in General Chemistry Laboratory Using Case and Peer Assessment

Effectiveness of hybrid simulation training on medical student performance in whole-task consultation of cardiac patients: The ASSIMILATE EXCELLENCE randomized waitlist-controlled trial

BackgroundAssessment of comprehensive consultations in medicine, i.e. a complete history, physical examination, and differential diagnosis, is regarded as authentic tests of clinical competence; however, they have been shown to have low reliability and validity due to variability in the real patients used and subjective examiner grading. In the ASSIMILATE EXCELLENCE study, our aim was to assess the effect(s) of expert tuition with hybrid simulation using a simulated patient wearing a novel auscultation vest, i.e. a hybrid simulated patient, and repeated peer grading using scoring checklists on student learning, performance, and acumen in comprehensive consultations of patients with valvular heart disease.MethodsASSIMILATE EXCELLENCE was a randomized waitlist-controlled trial with blinded outcome assessment undertaken between February 2021 and November 2021. Students at the Royal College of Surgeons in Ireland in either the second or third year of the four-year graduate-entry medical degree programme were randomized to a hybrid simulation training or waitlist control group and undertook three consultation assessments of three different clinical presentations of valvular heart disease (cases: C1–C3) using hybrid simulation. Our primary outcome was the difference in total score between and within groups across time; a secondary outcome was any change in inter-rater reliability across time. Students self-reported their proficiency and confidence in comprehensive consultations using a pre- and post-study survey.ResultsIncluded were 68 students (age 27.6 ± 0.1 years; 74% women). Overall, total score was 39.6% (35.6, 44.9) in C1 and increased to 63.6% (56.7, 66.7) in C3 (P < .001). On intergroup analysis, a significant difference was observed between groups in C2 only (54.2 ± 7.1% vs. 45.6 ± 9.2%; P < .001), a finding that was mainly driven by a difference in physical examination score. On intragroup analysis, significant improvement in total score across time between cases was also observed. Intraclass correlation coefficients for each pair of assessors were excellent (0.885–0.996 [0.806, 0.998]) in all cases. Following participation, students’ confidence in comprehensive consultation assessments improved, and they felt more prepared for their future careers.ConclusionsHybrid simulation-based training improves competence and confidence in medical students undertaking comprehensive consultation assessment of cardiac patients. In addition, weighted scoring checklists improve grading consistency, learning through peer assessment, and feedback.Trial registrationClinicalTrials.gov Identifier: NCT05895799

Directly printed aligner therapy: A 12-month evaluation of application and effectiveness

Directly printed aligners (DPAs) are gaining in popularity, potentially streamlining manufacturing, decreasing environmental waste, and offering enhanced adaptation and tailoring. This transition has been facilitated by advances in materials, software, and production. Although DPAs may have enhanced versatility and application in the management of more complex malocclusions, there is little research evaluating their effectiveness. A total of 54 patients undergoing treatment with DPAs were evaluated for occlusal improvement, overall treatment duration, and adverse effects. Regression models were fit to evaluate the association between the need for refinement, final peer assessment rating (PAR) score, and independent variables, including the total number of aligners and treatment indications. The mean number of aligners in the initial plan was 7.1 ± 2.9 and 5.1 ± 4.3 in maxillary and mandibular arches. Refinement was required in 40.8% (n= 20). The pretreatment PAR score of 17.01 ± 7.93 showed a significant improvement (86.6%), with a final PAR score of 2.25 ± 1.15. Minor complications were noted in 3 participants. The need for refinement was unrelated to the total number of aligners (odds ratio, 1.05; 95% confidence interval, 0.94-1.18; P= 0.36). There was weak evidence of an association between the final PAR score and the total number of aligners (odds ratio, -0.03; 95% confidence interval, -0.07 to 0.003, P= 0.07). On the basis of this preliminary retrospective evaluation, DPAs may be used to manage mild-moderate malocclusion, producing a significant reduction in PAR score. Nevertheless, additional prospective research is required to confirm these findings and compare the relative merits of DPAs to alternatives.