Can students adequately evaluate the activities of their peers in PBL?
BACKGROUND
In problem-based learning (PBL), high-quality discussions are crucial for student learning. The quality of the discussion is affected by the quality of the contributions students make during PBL tutorials.


OBJECTIVE
This study investigated whether students are able to evaluate the activities of their peers in PBL groups in a reliable and valid way.


METHODS
For this purpose, the Maastricht-Peer Activity Rating Scale (M-PARS) was developed. The M-PARS was well-founded on the literature about effective tutorial performance. With this scale, students (N = 196) were evaluated by their peers on three main aspects: their constructive, collaborative, and motivational contributions to the group.


RESULTS
A confirmatory factor analysis demonstrated that the data fitted the three-factor model reasonably well. The generalizability studies demonstrated good internal consistency when students were evaluated by, at least, four of their peers. Furthermore, Hancock's coefficients indicated good construct reliability.


CONCLUSIONS
The results prove that peers are able to provide reliable and valid information about a student's active participation in the tutorial group, if at least four peer ratings are attainable, out of a group of eight students. In conclusion, the M-PARS is a valid and reliable instrument.
Kamp
Rachelle J A
RJ
Department of Educational Development and Research, Maastricht University, PO Box 616, 6200 MD, Maastricht, The Netherlands. r.kamp@educ.unimaas.nl
Dolmans
Diana H J M
DH
Van Berkel
Henk J M
HJ
Schmidt
Henk G
HG
D003142:Communication; D005069:Evaluation Studies as Topic; D005246:Feedback; D006801:Humans; D007398:Interpersonal Relations; D010379:Peer Group; D018794:Problem-Based Learning / Q000379:methods*; D015203:Reproducibility of Results; D013337:Students, Medical