A mobile app-based peer assessment for problem-based learning groups

Abstract

Background Problem-based learning (PBL) has been considered the most influential innovation in medical education for the past half century. This small-group educational approach was first used in medical schools but has since spread to the health sciences and beyond. Self, peer and facilitator assessment have been used for authentic assessment of professional behavior of PBL students. Peer evaluation is a professional skill found to improve student performance. However, peer assessment can be hindered by difficulties such as the lack of anonymity and the problem of friendship marking. Digital tools are increasingly used in education for their accessibility and speed but there is no report on the use of mobile technology in PBL peer assessment.

Methods We developed PeerA, an app embedded with rules to limit bias from awarding high scores due to interpersonal relationships. It is designed for confidential weekly grading of peers, with formative feedback in the final week of grading. A trial was done with the Year One Medicine class of 152 students in one 6-week module, followed by an online survey.

Results With a response rate of 85%, the results showed that more than two thirds of the students found the app easy to use and agreed to its implementation. Over 70% felt this peer assessment improved their own performance while they benefited from formative feedback provided by their peers. A large majority (94.3%) agreed to the current format of weekly app-based grading followed by feedback in the final week. Furthermore, 65.3% suggested that peer assessment should contribute at least 50% of PBL grades.

Conclusions PeerA, a mobile app for quantitative and qualitative peer assessment, provides a feasible and student-endorsed approach for implementing anonymous peer assessment in PBL. Students perceived that its structured rules supported a fairer assessment while encouraging reflective learning. Our findings provide practical guidance for designing digital tools in peer assessment systems for PBL groups.