Innovative group-facilitated peer and educator assessment of nursing students’ group presentations

dc.contributor.author	Hunt, Jane A.	en
dc.contributor.author	Hutchings, Maggie	en
dc.date.accessioned	2014-07-20T17:33:01Z
dc.date.available	2014-07-20T17:33:01Z
dc.date.issued	2014-07-20
dc.identifier.uri	http://hdl.handle.net/11400/1476
dc.rights	Αναφορά Δημιουργού-Μη Εμπορική Χρήση-Όχι Παράγωγα Έργα 3.0 Ηνωμένες Πολιτείες	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/3.0/us/	*
dc.source	www.hsj.gr	en
dc.subject	Presentations of groups (Mathematics)
dc.subject	Teacher educator training
dc.subject	Nursing students
dc.subject	Αξιολόγηση
dc.subject	Ομαδική παρουσίαση
dc.subject	Αξιολόγηση συμφοιτητών
dc.subject	Φοιτητές νοσηλευτικής
dc.subject	Assessment
dc.subject	Peer assessment
dc.subject	Educator determined groupings
dc.title	Innovative group-facilitated peer and educator assessment of nursing students’ group presentations	en
heal.type	journalArticle
heal.generalDescription	Review article	en
heal.classification	Primary care (Medicine)
heal.classification	Education
heal.classification	Ιατρική
heal.classification	Νοσηλευτική
heal.classification	Εκπαίδευση
heal.classificationURI	http://id.loc.gov/authorities/subjects/sh92006808
heal.classificationURI	http://id.loc.gov/authorities/subjects/sh85040989
heal.classificationURI	N/A-Ιατρική
heal.classificationURI	N/A-Νοσηλευτική
heal.classificationURI	N/A-Εκπαίδευση
heal.keywordURI	http://id.loc.gov/authorities/subjects/sh85106447
heal.keywordURI	http://skos.um.es/unescothes/C03947
heal.keywordURI	http://id.loc.gov/authorities/subjects/sh85093434
heal.language	en
heal.access	free
heal.recordProvider	Τεχνολογικό Εκπαιδευτικό Ίδρυμα Αθήνας.Σχολή Επαγγελμάτων Υγείας και Πρόνοιας. Τμήμα Νοσηλευτικής	el
heal.publicationDate	2014-01
heal.bibliographicCitation	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.	en
heal.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.	en
heal.publisher	Μαρβάκη, Χριστίνα	el
heal.journalName	Health Science Journal	en
heal.journalType	peer-reviewed
heal.fullTextAvailability	true