Nursing Students&apos; Perceptions of Peer Evaluation in Group Work at Bethlehem University, Palestine  <span class="so-article-trans-title" dir="auto"> Translated title: مفهوم طلبة التمريض لتقييم الأقران لعمل الجماعي في جامعة بيت لحم، فلسطين </span>

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Nursing Students' Perceptions of Peer Evaluation in Group Work at Bethlehem University, Palestine Translated title: مفهوم طلبة التمريض لتقييم الأقران لعمل الجماعي في جامعة بيت لحم، فلسطين

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Author(s): Hanan Saca-Hazboun حنان السقا-حزبون , Amal Abu-Nijmeh أمل أبو نجمة , Etaf Maqboul عطاف مقبول

Publication date (Print): 1 January 2021

Journal: Bethlehem University Journal

Publisher: Pluto Journals

Keywords: Peer evaluation, Group work, Undergraduate students, Nursing, Palestine, Bethlehem University, تقييم الأق ا رن, مجموعة عمل, طلبة المرحلة الجامعية, التمريض, فلسطين, جامعة بيت لحم

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Abstract

This study aimed to explore the perceptions and experiences of peer evaluation (PE) in group work (GW) among nursing students at the Faculty of Nursing and Health Sciences, Bethlehem University, Palestine in spring 2016. While previous studies have examined the importance of PE in GW in a variety of disciplines in higher education, researchers have not paid much attention to PE in the assessment of nursing students in Palestine. A qualitative approach was used on a sample population of third- and fourth-year nursing students (n = 70) at Bethlehem University who had participated in PE in previous courses at least three times. Results revealed that participation in GW promoted the students' leadership skills, team spirit, self-confidence, and respect for others, while significantly contributing to their professional growth. The results also highlighted challenges to GW such as distributing assignments to groups and providing clear specifications for the group leader's role. Results also showed that the main challenges facing PE were the lack of objectivity, fairness, anonymity, and clear evaluation criteria, as well as the limited items in the evaluation forms. The study recommended the development of a faculty handbook containing guidelines for GW and PE, conducting training sessions for students, and encouraging all faculty members to use GW and PE routinely in their teaching practices.

هدفت هذه الد ا رسة إلى استكشاف مفهوم وتجربة طلبة التمريض لتقييم الأق ا رن في العمل الجماعي في كلية التمريض والعلوم الصحية، جامعة بيت لحم، فلسطين في ربيع 2016 . بينما تناولت الد ا رسات السابقة أهمية تقييم الأق ا رن في العمل الجماعي في مجموعات متنوعة من التخصصات في التعليم العالي، لم يول الباحثون اهتماما كبي ا ر لتقييم الأق ا رن في تقييم طاب التمريض في فلسطين. استخدمت هذه الد ا رسة المنهجً وتكون مجتمع الد ا رسة من طلبة التمريض في السنتين الثالثة وال ا ربعة من كلا الجنسين )ن = 70 ( في جامعة بيت لحم الذين شاركوا في العمل الجماعي وتقييم الاق ا رن ثاث م ا رت على الأقل .بينت نتائج الد ا رسة أن المشاركة في العمل الجماعي عززت مها ا رت القيادة لدى الطلبة، وروح الفريق، والثقة بالنفس، واحت ا رم الآخرين، مع المساهمة بشكل كبير في تطورهم المهني. وأضفى تقييم الأق ا رن على الطلبة إحساسًا أكبر بالمسؤولية للمشاركة بنشاط في العمل الجماعي والعملية التعلمية والتعليمية. وسلطت النتائج أيضًا على التحديات التي واجهها الطلبة في العمل الجماعي في هذا المجال مثل توزيع المهام بين أعضاء المجموعات، والحفاظ على ديناميكية المجموعة طوال الفصل الد ا رسي، وتحديد مواصفات واضحة لدور قائد المجموعة. أظهرت النتائج أيضا أن التحديات الرئيسة التي واجهها الطلبة في تقييم الأق ا رن هي الافتقار إلى الموضوعية والإنصاف وعدم وجود السرية والمعايير الواضحة لهذه العملية، فضاً عن حصر الطالب بالبنود المتواجدة في نموذج التقييم. اوصت الد ا رسة بتطوير كتيب يحتوي على الإرشادات الخاصة في العمل الجماعي وتقييم الأق ا رن، وتنظيم جلسات تدريبية للطلبة حول أهمية والية المشاركة في العمل الجماعي وتقييم الأق ا رن، وتشجيع جميع أعضاء هيئة التدريس على استخدام العمل الجماعي وتقييم الأق ا رن بشكل مستمر في ممارساتهم التعليمية.

Content

Author and article information

Contributors

Saca-Hazboun Hanan السقا-حزبون حنان

Abu-Nijmeh Amal أبو نجمة أمل

Maqboul Etaf مقبول عطاف

Journal

Journal ID (doi): 10.2307/j50020020

Journal ID (jcode): bethunivj

Title: Bethlehem University Journal

Publisher: Pluto Journals

ISSN: 2521-3695

ISSN: 2410-5449

Publication date (Print): 1 January 2021

Volume: 38

Issue: ( doiID: 10.13169/bethunivj.38.issue-2021 )

Pages: 150-171

Affiliations

Assistant professor, Faculty of Nursing and Health Science, Bethlehem University, Palestine

أستاذ مساعد، كلية التمريض والعلوم الصحية، جامعة بيت لحم، فلسطين

Lecturer, Faculty of Nursing and Health Science, Bethlehem University, Palestine

محاضرة، كلية التمريض والعلوم الصحية، جامعة بيت لحم، فلسطين

Lecturer, Faculty of Nursing and Health Science, Bethlehem University, Palestine

محاضرة، كلية التمريض والعلوم الصحية، جامعة بيت لحم، فلسطين

Article

Publisher ID: bethunivj.38.2021.0150

DOI: 10.13169/bethunivj.38.2021.0150

SO-VID: 6a1bf817-337b-464a-8cca-cc98c3fe1ce2

License:

All content is freely available without charge to users or their institutions. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles in this journal without asking prior permission of the publisher or the author. Articles published in the journal are distributed under a http://creativecommons.org/licenses/by/4.0/.

History

Custom metadata

lang eng

ScienceOpen disciplines: Education,Religious studies & Theology,Social & Behavioral Sciences,History,Economics,Life sciences

Keywords: Palestine,جامعة بيت لحم,Nursing,التمريض,فلسطين,مجموعة عمل,تقييم الأق ا رن,Undergraduate students,طلبة المرحلة الجامعية,Bethlehem University,Peer evaluation, Group work

References

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Baker, T., & Clark, J. (2010). Cooperative learning–a double-edged sword: a cooperative learning model for use with diverse student groups. Intercultural Education, 21(3), 257-268.
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Lindblom-Ylänne, S., Pihlajamäki, H., & Kotkas, T. (2006). Self-, peer- and teacher-assessment of student essays. Active Learning in Higher Education, 7(1), 51-62.
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Wanner, T., & Palmer, E. (2018). Formative self-and peer assessment for improved student learning: the crucial factors of design, teacher participation and feedback. Assessment & Evaluation in Higher Education, 43(7), 1032-1047.

Comments

Comment on this article

[1] Adachi, C., Tai, J. H. M., & Dawson, P. (2018). Academics' perceptions of the benefits and challenges of self and peer assessment in higher education. Assessment & Evaluation in Higher Education, 43(2), 294-306.

[2] Baker, T., & Clark, J. (2010). Cooperative learning–a double-edged sword: a cooperative learning model for use with diverse student groups. Intercultural Education, 21(3), 257-268.

[3] Barak, M., & Rafaeli, S. (2004). On-line question-posing and peer-assessment as means for web-based knowledge sharing in learning. International Journal of Human-Computer Studies, 61(1), 84-103.

[4] Beccaria, L., Kek, M., Huijser, H., Rose, J., & Kimmins, L. (2014). The interrelationships between student approaches to learning and group work. Nurse Education Today, 34(7), 1094-1103.

[5] Bethlehem University Catalogue. (2011). Mission & Students Characteristics.

[6] Brutus, S., Donia, M. B., & Ronen, S. (2013). Can business students learn to evaluate better? Evidence from repeated exposure to a peer-evaluation system. Academy of Management Learning & Education, 12(1), 18-31.

[7] Chang, Y., & Brickman, P. (2018). When group work doesn't work: Insights from students. CBE—Life Sciences Education, 17(3), ar52, 1-17.

[8] Falchikov, N. (1986). Product comparisons and process benefits of collaborative peer group and self-assessment. Assessment & Evaluation in Higher Education, 11(2), 146-166.

[9] Ferrante, C. J., Green, S. G., & Forster, W. R. (2006). Getting more out of team projects: Incentivizing leadership to enhance performance. Journal of Management Education, 30(6), 788-797.

[10] Freitas, H., Oliveira, M., Jenkins, M., & Popjoy, O. (1998). The Focus Group, a qualitative research method. Journal of Education, 1(1), 1-22.

[11] Harris, L. R., & Brown, G. T. (2013). Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning: Case studies into teachers' implementation. Teaching and Teacher Education, 36, 101-111.

[12] Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288.

[13] Liamputtong, P. (2011). Focus group methodology: Principle and practice. Thousand Oaks, CA: Sage Publications.

[14] Johns Hopkins University. (2006). Peer evaluation form. Retrieved from http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/groupprojects/tools/PeerEvaluations/PeerEval-GroupWork-formsample1.docx

[15] Kaufman, D. B., Felder, R. M., & Fuller, H. (2000). Accounting for individual effort in cooperative learning teams. Journal of Engineering Education, 89(2), 133-140.

[16] Kilickaya, F. (2017). Peer assessment of group members in tertiary contexts. In M. Sowa & J. Krajka (Eds.), Innovations in languages for specific purposes - Present challenges and future promises (pp. 329-343). Peter Lang.

[17] Lavy, S. (2017). Who benefits from group work in higher education? An attachment theory perspective. Higher Education, 73(2), 175-187.

[18] Lindblom-Ylänne, S., Pihlajamäki, H., & Kotkas, T. (2006). Self-, peer- and teacher-assessment of student essays. Active Learning in Higher Education, 7(1), 51-62.

[19] Milhouse, V. H. (1996). Intercultural strategic competence: An effective tool collectivist and individualist students can use to better understand each other. Journal of Instructional Psychology, 23(1), 45-54.

[20] Orsmond, P., Merry, S., & Reiling, K. (2000). The use of student derived marking criteria in peer and self-assessment. Assessment & Evaluation in Higher Education, 25(1), 23-38.

[21] Planas Lladó, A., Soley, L. F., Fraguell Sansbelló, R. M., Pujolras, G. A., Planella, J. P., Roura-Pascual, N., & Moreno, L. M. (2014). Student perceptions of peer assessment: An interdisciplinary study. Assessment & Evaluation in Higher Education, 39(5), 592-610.

[22] Seifert, T., & Feliks, O. (2019). Online self-assessment and peer-assessment as a tool to enhance student-teachers' assessment skills. Assessment & Evaluation in Higher Education, 44(2), 169-185.

[23] Shaw, J., Mitchell, C., Fabbro, L. D. (2015). Group work: Facilitating the learning of international and domestic undergraduate nursing students. Education for Health, 28(2), 124-129.

[24] Roscoe, R. D., & Chi, M. T. (2007). Understanding tutor learning: Knowledge-building and knowledge-telling in peer tutors' explanations and questions. Review of educational research, 77(4), 534-574.

[25] Rust, C., Price, M., & O'Donovan, B. (2003). Improving students' learning by developing their understanding of assessment criteria and processes. Assessment & Evaluation in Higher Education, 28(2), 147-164.

[26] Shiu, A. T., Chan, C. W., Lam, P., Lee, J., & Kwong, A. (2012). Baccalaureate nursing students' perceptions of peer assessment of individual contributions to a group project: A case study. Nurse Education Today, 32(3), 2014-2018.

[27] Tessier, J. T. (2012). Effect of peer evaluation format on student engagement in a group project. Journal of Effective Teaching, 12(2), 15-22.

[28] Venables, A., & Summit, R. (2003). Enhancing scientific essay writing using peer assessment. Innovations in Education and Teaching International, 40(3), 281-290.

[29] Walker, A. (2001). British psychology students' perceptions of group-work and peer assessment. Psychology Learning & Teaching, 1(1), 28-36.

[30] Wanner, T., & Palmer, E. (2018). Formative self-and peer assessment for improved student learning: the crucial factors of design, teacher participation and feedback. Assessment & Evaluation in Higher Education, 43(7), 1032-1047.