Evaluation for the effectiveness of peer assessment activities in biochemistry education
Background: Peer assessment, a form of active learning, has been widely implemented in educational institutions with noted effectiveness in achieving educational goals. However, as many factors have been found to influence peer assessment efficacy, it is unclear which combinations promote the achievement of educational goals. Methods: This study describes a peer assessment activity used in a biochemistry lecture at the Department of Medical Engineering students, with the educational goals being the acquisition of the “knows” component and aspects related to the “knows how” component of Miller’s pyramid of competence. Three types of tests were used to analyze the achievement of these objectives: fill-in-the-blank, multiple choice, and open-ended. Results: The results suggest that peer assessment might be related to teaching the application of knowledge and the acquisition of the“ knows how” component. Conclusions: These results suggest that traditional lectures are effective for increasing knowledge, while peer assessment helps promote its application. For these reasons, educators should choose the lecture style that best suits their educational goals.
