The Effectiveness of Peer/Self-assessment Approach in Urban Planning Studio-based Academic Education

Mohamed Anwer Zayed^1,

¹Department of Architectural Engineering, Cairo University, Cairo, Egypt

Cite this paper:
Mohamed Anwer Zayed. The Effectiveness of Peer/Self-assessment Approach in Urban Planning Studio-based Academic Education. American Journal of Educational Research. 2017; 5(6):588-605. doi: 10.12691/education-5-6-1

Abstract

Background: Several factors influence the pre-university students to choose healthcare profession as their career. This in turn will have effect on their theoretical, clinical knowledge, and academic performance. It also influences the psycho-motor and problem-solving skills, which are crucial in providing better care to patients. The aim of the study was to assess the healthcare perspectives of first year B.Sc. nursing students and the factors influencing their choice for healthcare profession. Materials and methods: A cross-sectional study was carried out among the B.Sc. nursing first year students at the nursing college associated with Prathima Institute of Medical Sciences (PIMS), affiliated to Kaloji Narayana Rao University of Health Sciences (KNRUHS), in north Telangana during April 2017. A self administered semi structured questionnaire was used for data collection after obtaining an informed verbal consent. 91 students participated in the study. Data was analysed by calculating the percentages and applying the chi square test. Results: Out of 91 students, nursing profession to serve the community was noted to be the first choice 66 (72.5%). Only 17(18.7%) students joined nursing profession by their interest. Majority of the students wanted to pursue post-graduation (54 (59.3%)). 23 (42.6%) students decided to pursue different clinical subjects whereas 31 (57.4%) students had not yet decided post-graduation subject. 59 (64.8%) students were interested to go abroad for a job. Majority of the students 52 (57.1%) opted to work in urban areas whereas 39 (42.9%) preferred to work in rural setup. 74(81.3%) students wish to continue nursing profession and 17 (18.7%) students still had the desire to pursue career in other fields. Conclusion: Serving the community, caring for others, and better earning remains the most common reasons to choose nursing as a profession. Majority of the students wanted to pursue higher education and continue nursing profession in urban areas.

Keywords:
urban planning education self-assessment peer evaluation synthesis learning activities analysis learning activities

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Bloxham S, Boyd P. Developing Effective Assessment in Higher Education: A Practical Guide. Maidenhead, UK: Open University Press; 2007.
[2]	Van Den Berg I, Admiraal W, Pilot A. 2006. Designing Student Peer Assessment in Higher Education: Analysis of Written and Oral Peer Feedback. Teaching in Higher Education, 11(2):135-47.
[3]	Falchikov N, Goldfinch J. Student Peer Assessment in Higher Education: A Meta-Analysis Comparing Peer and Teacher Marks. Review of Educational Research. 2000; 70(3):287-322.
[4]	Aitchison RE. The Effects of Self-Evaluation Techniques on the Musical Performance, Self-Evaluation Accuracy, Motivation, and Self-Esteem of Middle School Instrumental Music Students [doctoral dissertation]. [Iowa City (IA)]: The University of Iowa; 1995.
[5]	Lindblom-Ylänne S, Pihlajamäki H, Kotkas T. Self-, Peer- and Teacher-Assessment of Student Essays. Active Learning in Higher Education. 2006; 7(1): 51-62.
[6]	Boud D, Falchikov N. Quantitative Studies of Student Self-Assessment in Higher Education: A Critical Analysis of Findings. Higher Education. 1989; 7(1): 529-49.
[7]	Andrade H, Du Y. Student Responses to Criteria Referenced Self- Assessment. Assessment & Evaluation in Higher Education. 2007; 32(2): 159-81.
[8]	Fischer F, Kollar I, Fischer F. Peer Assessment as Collaborative Learning: A Cognitive Perspective. Learning and Instruction. 2010; 20(4): 344-48.
[9]	Jones I, Alcock L. Peer Assessment without Assessment Criteria. Studies in Higher Education. 2014; 39(10): 1774-87.
[10]	Spiller D. 2012. Assessment Matters: Self-Assessment and Peer Assessment. Hamilton, New Zealand: Teaching Development, University of Waikato; 2012.
[11]	Topping KJ. Trends in Peer Learning. Education Psychology. 2005; 25(6): 631-45.
[12]	Thomas G, Martin D, Pleasants K. Using Self- and Peer-Assessment to Enhance Students’ Future-Learning in Higher Education. Journal of University Teaching & Learning Practice. 2011; 8(1); Article 5.
[13]	Crowell TL. Student Self Grading: Perception vs. Reality. American Journal of Educational Research. 2015; 3(4): 450-55.
[14]	Sadler PM, Good E. The Impact of Self- and Peer-Grading on Student Learning. Educational Assessment. 2006; 11(1): 1-31.
[15]	Planas Lladó A, Soley LF, Fraguell Sansbelló RM, Pujolras GA, Planella JP, Roura-Pascual N, et al. 2014. Student Perceptions of Peer Assessment: An Interdisciplinary Study. Assessment & Evaluation in Higher Education. 2014; 39(5): 592-610.
[16]	Crowe JA, Silva T, Ceresola R. The Effect of Peer Review on Student Learning Outcomes in a Research Methods Course. Teaching Sociology. 2015; 43(3): 201-13.
[17]	Kersh N, Evans K, Kontiainen S, Bailey H. Use of Conceptual Models in Self-Evaluation of Personal Competences in Learning and in Planning for Change. International Journal of Training and Development. 2011; 15(4): 290-305.
[18]	Tighe-Mooney S, Bracken M, Dignam B. Peer Assessment as a Teaching and Learning Process: The Observations and Reflections of Three Facilitators on a First-Year Undergraduate Critical Skills Module. All Ireland Journal of Teaching and Learning in Higher Education. 2016; 8(2): 28301-18.
[19]	Topping K. Peer Assessment Between Students in Colleges and Universities. Review of Educational Research. 1998; 68(3): 249-76.
[20]	Carlson PA, Berry FC, Voltmer D. Incorporating Student Peer-Review into an Introduction to Engineering Design Course. In: FIE '05. Proceedings 35th Annual Conference Frontiers in Education. New York: IEEE; 2005. p. 20-25.
[21]	Topping K. Self and Peer Assessment in School and University: Reliability, Validity and Utility. In: Segers M, Dochy F, Cascallar E, editors. Optimising New Modes of Assessment: In Search of Qualities and Standards. Dordrecht, The Netherlands: Springer; 2003. p. 55-87.
[22]	Arnold L, Willoughby L, Calkins V, Gammon L, Eberhart G. Use of Peer Evaluation in the Assessment of Medical Students. Journal of Medical Education. 1981; 56(1): 35-42.
[23]	Levine RE., Kelly A, Karakoc T, Haidet P. Peer Evaluation in a Clinical Clerkship: Students’ Attitudes, Experiences, and Correlations With Traditional Assessments. Academic Psychiatry. 2007; 31(1): 19-24.
[24]	Bloxham S, West A. Understanding the Rules of the Game: Marking Peer Assessment as a Medium for Developing Students' Conceptions of Assessment. Assessment & Evaluation in Higher Education. 2004; 29(6); 721-33.
[25]	Das M, Mpofu D, Dunn E, Lanphear JH. Self and Tutor Evaluations in Problem-Based Learning Tutorials: Is There a Relationship? Medical Education. 1998; 32(4): 411-18.
[26]	Foley S. Student Views of Peer Assessment at the International School of Lausanne. Journal of Research in International Education. 2013; 12(3): 201-13.
[27]	Hanrahan SJ, Isaacs G. Assessing Self- and Peer-Assessment: The Students’ Views. Higher Education Research & Development. 2001; 20(1): 53-70.
[28]	Kaufman JH, Schunn CD. Students’ Perceptions about Peer Assessment for Writing: Their Origin and Impact on Revision Work. Instructional Science. 2011; 39(3): 387-406.
[29]	Cestone CM, Levine RE, Lane DR. Peer Assessment and Evaluation in Team-Based Learning. New Directions For Teaching and Learning. 2008; 2008(116): 69-78.
[30]	Wen ML, Tsai CC. University Students’ Perceptions of and Attitudes toward (Online) Peer Assessment. Higher Education. 2006; 51(1): 27-44.
[31]	Cotrell WH, Weaver RL. Peer Evaluation: A Case Study. Innovative Higher Education. 1986; 11(1): 25-39.
[32]	Cassidy S. Assessing ‘Inexperienced’ Students’ Ability to Self-Assess: Exploring Links with Learning Style and Academic Personal Control. Assessment & Evaluation in Higher Education. 2007; 32(3): 313-30.
[33]	O’Brien SO, McNamara G, O’Hara J. Supporting the Consistent Implementation of Self-Evaluation in Irish Post-Primary Schools. Educational Assessment, Evaluation and Accountability. 2015; 27(4): 377-93.
[34]	Gielen S. Peer Assessment as a Tool For Learning [doctoral dissertation]. Leuven, Belgium: Katholieke Universiteit Leuven; 2007.
[35]	De Grez L, Valcke M, Roozen I. How Effective Are Self- and Peer Assessment of Oral Presentation Skills Compared to Teachers’ Assessments? Active Learning in Higher Education. 2012; 13(2): 129-42.
[36]	Miller PJ. The Effect of Scoring Criteria Specificity on Peer and Self-Assessment. Assessment & Evaluation in Higher Education. 2003; 28(4): 383-94.
[37]	Tan K, Keat LH. Self and Peer Assessment as an Assessment Tool in Problem-based Learning. In: Tan K, editor. Problem-Based Learning: New Directions and Approaches. Singapore: Learning Academy; 2005. p. 162-75.
[38]	Bickmore DK. The Effects of Student Self-evaluation and Pupil-teacher Conferences on student perceptions, self-concepts and learning [doctoral dissertation]. Utah, United States: Brigham Young University; 1981.
[39]	Cho K, Schunn CD, Wilson RW. Validity and Reliability of Scaffolded Peer Assessment of Writing from Instructor and Student Perspectives. Journal of Educational Psychology. 2006; 98(4): 891-901.
[40]	Salehi M, Masoule ZS. An investigation of the reliability and validity of peer, self-, and teacher assessment. Southern African Linguistics and Applied Language Studies. 2017; 35(1): 1-15.
[41]	Zundert M Van, Sluijsmans D, Merrie J Van. Effective peer assessment processes: Research findings and future directions. Learning and Instruction. 2010; 20(4): 270-9.
[42]	Willey K, Gardner AP. Investigating the capacity of Self and Peer Assessment to Engage Students and Increase their Desire to Learn. In: Attracting Young People to Engineering, Proceedings of the SEFI 37th Annual Conference. Rotterdam; 2009.
[43]	Li Y, Chen L. Peer- and self-assessment: A Case Study to Improve the Students’ Learning Ability. Journal of Language Teaching and Research. 2016; 7(4): 780-7.
[44]	Sande JCG De, Murthy A. Including Peer and Self-Assessment in a Continuous Assessment Scheme in Electrical and Electronics Engineering. In: FIE '14. Proceedings 44th Annual Conference Frontiers in Education. Madrid: 2014. p. 1-5.
[45]	Schuessler JN. Self Assessment as Learning: Finding the Motivations and Barriers for Adopting The Learning-oriented Instructional Design of Student Self Assessment [doctoral dissertation]. Minneapolis, United States: Capella University; 2010.