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SUMMARY This paper describes a two‐year observation of peer review among first year undergraduates at Loughborough University of Technology. Peer review focuses on the learning benefits of small group work and the development of critical skills among students as a precursor to peer assessment of tutorial contributions. The paper outlines the methodology, design and pitfalls of the peer review process and offers tentative interpretations of some peer generated marks. The findings of the two‐year study generally support the available literature regarding reliability of peer generated marks and underlines the importance of ‘ownership'and understanding of review criteria. The exercise has provided the necessary experience and detailed feedback to harness its more positive lessons for the launch of peer assessment in the future.
Pond et al. (Wed,) studied this question.
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