Please use this identifier to cite or link to this item: http://hdl.handle.net/11400/1476
Title: Innovative group-facilitated peer and educator assessment of nursing students’ group presentations
Authors: Hunt, Jane A.
Hutchings, Maggie
Item type: Conference publication
Keywords: Presentations of groups (Mathematics);Teacher educator training;Nursing students;Αξιολόγηση;Ομαδική παρουσίαση;Αξιολόγηση συμφοιτητών;Φοιτητές νοσηλευτικής;Assessment;Peer assessment;Educator determined groupings
Subjects: Primary care (Medicine)
Education
Ιατρική
Νοσηλευτική
Εκπαίδευση
Issue Date: 20-Jul-2014
Jan-2014
Date of availability: 20-Jul-2014
Publisher: Μαρβάκη, Χριστίνα
Abstract: Background: Recently changes in undergraduate assessment and of student nurses in particular have reflected changes within higher education more generally, including innovations such as group work and group presentations. However, assessing group presentations is inimically difficult due to ‘free-riding’, mark-clustering and student group composition. Method and materials: (1) A literature review was undertaken drawing on: Australian Education Index, British Education Index, the British Humanities Index, the British Nursing Index, EBSCOHOST EJS and Google™ Scholar; (2) educator-determined groupings of second year undergraduate children’s nursing students participating in educator- and peer-assessed group presentations, by academic ability, were introduced; (3) a three stage process to evaluate the innovative assessment intervention and its effectiveness was adopted through: (i) informal in-course student group discussion, (ii) completion of a post-assessment structured student questionnaire and (iii) further informal discussion with students on completion of the unit of study. Results: Students highly regarded educator-formulated groupings because they (1) were seen as fair, (2) removed ‘difficult’ decisions, (3) offered the ‘novelty’ of student contracts and (4) were highly valued as a learning experience. The evaluation also identified that a limited range of marks were awarded by educators and students alike to participating groups. An anticipated wider distribution of marks did not occur. Furthermore, the effects of efforts to minimise ‘free-riding’ of students who made limited contributions to presentation preparations were limited. Conclusion: Evidence-based assessment strategies to determine undergraduate learning through group presentations results in continued challenges for nurse educators and for higher education in health more generally.
Description: Review article
Language: English
Citation: Hunt, J. & Hutchings, M. (January 2014). Innovative group-facilitated peer and educator assessment of nursing students’ group presentations. “Health Science Journal”. 8(1):22-31.
Journal: Health Science Journal
Type of Journal: With a review process (peer review)
Access scheme: Publicly accessible
License: Αναφορά Δημιουργού-Μη Εμπορική Χρήση-Όχι Παράγωγα Έργα 3.0 Ηνωμένες Πολιτείες
URI: http://hdl.handle.net/11400/1476
Appears in Collections:Τόμος 8, τεύχος 1 (Ιαν. - Μαρ. 2014)

Files in This Item:
File Description SizeFormat 
812.pdf725.12 kBAdobe PDFView/Open


This item is licensed under a Creative Commons License Creative Commons