The Relationships Among Peer, Self-, and Faculty Assessments of Student Performance in Problem-Based Learning
Abstract
The authors studied the relationships among peer, self-, and faculty assessment of student performance in a problem-based learning (PBL) course. The assessments included learning processes and outcomes, and were determined using correlations designed to measure association (Pearson product-moments) and agreement (intraclass correlation coefficients). The results showed that the correlations among the assessments were variable, and that differing interpretations could be made based on the correlational statistic used. Also, the narrow range of scoring at the high end of the scoring scale significantly affected the correlations. The authors recommend further development of assessment systems to differentiate student performance in PBL.
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