1. Peer-Assisted Learning & Peer Review in Team-Based Learning (TBL)
Peggy Mohr, PT, PhD
Russell Kauffman, MPAS, PA-C
Jay Metzger, MPAS, PA-C

2. Practice Presentation Objectives
Describe examples of peer review and peer-assisted learning activities
Discuss the use of peer-assisted activities as formative and summative evaluations
Identify potential barriers and facilitating factors to implementing peer-assisted learning activities

3. Literature review: Perspectives on Peer Assessments
Pros
Cons
Improve motivation and engagement
Stimulate a sense of autonomy and responsibility
Promote critical thinking
Contribute to lifelong learning
Improved ability to evaluate own work and that of others
Enhance self-regulation, metacognition
Face-to-Face vs Online
Whole team evaluation scores
Biased Assessments
“Free-riding” students
“Friendship marking”
Influence on social relationships
Withholding negative feedback

4. Literature review: Meta-analysis Comparing Peer and Teacher Ratings (Li H, Xiong Y, Zang X, et al )
Peer and teacher ratings agreement = moderately high level (r=.63)
Higher correlation of peer reviews and teacher ratings
Graduate vs undergraduate level
Voluntary rather than compulsory
Individual rather than group work was evaluated
Both scores and qualitative comments provided
Peer assessment was non-anonymous
Peer raters were involved in developing rating criteria
Peer assessment in the digital age: a meta-analysis comparing peer and teaching ratings( 2015)

5. Literature review: Impact of Peer Assessment
Professional Development (Nofziger, Naumberg, Davis et al. – 2010)
Credible and regular feedback necessary
Feedback was more useful when
Specific
Themes repeated by multiple raters
Source was credible
Opportunities to discuss feedback.
Reported personal transformations (65%, n- 194)
Students’ Reflective Practice
Students may have difficulty making valid judgments
May be unable to define the quality of their performances relative to the standards

6. Designing Peer-Assisted Activities
Essential for effective feedback: (Sadler, 1989):
Students understand the standard of reference for the goal behaviors/skills
Students understand how to compare current behaviors/skills with the goal behaviors
Students have the ability to develop the actions steps to transition toward goal behaviors/skills
Purposefully Designed Peer Assisted and Review Activities:
Reinforce the “Gold Standard” (goal behaviors/skills)
Practice evaluative skills for self-monitoring
Allow for faculty guidance for students’ subsequent action steps
Promote students’ ability to evaluate their future professional performances and effectively implement professional peer reviews
Peer – Assisted Learning
Focal Problems Lab (demonstration)
Mock Practical Activity (green)
Peer Review Process
Scholarly Project Peer Review (Yellow)
TBL Peer Review:
Qualtric TBL Peer Review ( Blue)
Summative & Formative
Software Programs:
I Peer
CATME
TEAMMATES
SPARK Plus
ThinkSpace.org
Google Forms

7. Peer Assisted Activities In Team-Based Learning (TBL)
Purposeful Organization of Teams
Accountability
Pre-Reading Assignments
Readiness Assurance Tests
Team Application Activities
Peer Reviews
Peer Assisted Activities In Team-Based Learning (TBL)

8. Peer-Assisted Learning
Readiness Assurance Tests
Individual (IRATs)
Team Tests (TRATs)
IF-AT Scratch Off Sheets

9. Independent preparation facilitated the ability to function as team members (74.5%)
Causal Factors
Intervening Conditions
Outcomes/Actions Taken
Preparation required to contribute to team process and for personal success
Study Guides: “Need to Know” versus “Nice to Know” perceived helpful
Individual preparation for required assignment occurred
Required the use of the textbook
Perceived individual & team accountability motivated preparation
Team debates (friendly/lively) promoted understanding and critical thinking
Structured learning more focused and manageable, less intimidating
Did more of assigned readings than customary practice
Guided preparation improved ability to cover the material and retention
Benefits from sharing of different perspectives on reading assignments

10. Student Outcome Data Student Perspective:
TRATS: Comparison of answers promoted critical thinking & peer teaching enhanced learning (78.43%)
Causal Factors
Intervening Conditions
Outcomes/Actions Taken
Peers knowledge was considered helpful
Team success was enjoyable and motivating
Learned from peers
Discussion of multiple viewpoints and rationale
Promoted critical thinking skills and activity
Accountability to the team
Gained knowledge about problem-solving methods
Peers explanations illustrated different thought processes
Increased understanding with peer explanations over independent study of textbook
Immediate feedback increased learning
Team collaboration enhanced learning
Student Outcome Data
Student Perspective:
96% indicated peer teaching enhanced learning

11. Immediate feedback with “scratch-off” sheets enhanced understanding (80.39%)
Causal Factors
Intervening Conditions
Outcomes/Actions Taken
Scratch off sheet feedback was given when material was “fresh”
Team discussions were enjoyable
Made team members think before selecting an answer (enhanced critical thinking)
Team discussed right and wrong answer options
Feedback promoted correction of errors
Feedback reinforced learning

12. Structured Learning Activities: TBL 4-S Application Format
Significant Problem
Application of concept with a problem important in “real- life” scenarios
Specific Choice
Must make a choice and provide rationale supporting decision
Same Problem
Promotes intra & inter
team discussions
Simulatenous Reporting
Differences in team conclusions discussed

13. Formative Peer-Assisted Activities
Assessment of Psychomotor Skills
Mock Practical Examination
Assessment of Clinical Skills
Focal Problem Solving Lab
Demonstration
Mock Practical Designed to:
Reinforce the “Gold Standard” of performance
Learn how faculty rated performances
Familiar with the process
Provide and receive feedback about performance

14. Examples of Peer- Assisted Learning Activities You Have Used?
How Did You Evaluated the Activities?

15. Peer Reviews Team-Based Learning Mid-Term Formative Peer Review
Assist students to assess their contributions and interpersonal skills
Allow for adaptation of behaviors
Summative Peer Review
Scores factored into grades
Ensured accountability to their team/class
Reflective of professional employment practices
Qualtics Survey: Sample – Blue
Scholarly Project Peer Review – Yellow

16. Peer Review Directions: Evaluate peers based on: Preparation
Peer Review Directions: Evaluate peers based on: Preparation Were they prepared when they came to class? Contribution Did they contribute productively to the team discussion and work? Respect for other’s ideas Did they encourage others to contribute their ideas? Flexibility Were they flexible and able to compromise when disagreements occurred?  
Distribute 100 points among your team members.
Include comments –
contributions this person makes to the team;
the single most important way this person could alter their behavior to more effectively help the team.

17. Peer Review Software Options

18. Dealing with barriers to using a peer review process?
Alden, Jay – National Defense University
Assessment of Individual Student Performance in Online Team Projects:
Peer Assessment – favored for face – to- face classes
Online: - Faculty review preferred. Peer assessment- questions on validity, time consuming, anonymous?, etc.
Time consuming
Validity Questions

19. Lessons Learned Peer-Assisted Learning Peer Review
Importance of Accountability
Value of Peer Teaching
Peer Review
Formative Review - Team Consistency
Efficient Process for Peer Review (Faculty Survival Skill!)

20. Questions?
Contact Information: