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<p>A formative Peer Evaluation Tool (PET) was developed for use in a Team Based Learning (TBL) graduate histology course. The PET has been evaluated for content and construct validity evidence with three dimensions that assess preparation, providing feedback, and feedback receptivity and attitude. The aim of this work is to evaluate further validity evidence by analyzing the relationship between PET scores, demographic variables, individual readiness assessment test (iRAT) scores, and the preparation dimension of the PET for five cohorts of students. Differences between timepoints (e.g., PET1 vs. PET2) were assessed via paired t-tests. Spearman’s correlation and linear regression analyses were performed to investigate the relationship between all factors (SPSS v.29). There is a significant (<i>p</i> &lt; 0.05) difference between timepoints for all factors except iRAT scores. There is a significant positive correlation among all scores, except between Prep1&amp;2 and TBL1&amp;2 scores with the strongest correlations between PET1&amp;2 and Prep1&amp;2 scores. PET scores have no correlation to demographics. Preparedness to the team is critical for TBL and these results suggest that Prep scores can predict preparation for iRATs, suggesting that students can evaluate their peers’ preparedness for TBL. This study provides additional evidence for the value and use of this formative PET.</p>

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Assessing Validity and Bias in a Peer Evaluation Tool: Associations with Demographics and Performance in Team-based Learning

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月20日

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  • Kyle A. Robertson,
  • Elizabeth R. Agosto,
  • Jessica N. Byram

摘要

A formative Peer Evaluation Tool (PET) was developed for use in a Team Based Learning (TBL) graduate histology course. The PET has been evaluated for content and construct validity evidence with three dimensions that assess preparation, providing feedback, and feedback receptivity and attitude. The aim of this work is to evaluate further validity evidence by analyzing the relationship between PET scores, demographic variables, individual readiness assessment test (iRAT) scores, and the preparation dimension of the PET for five cohorts of students. Differences between timepoints (e.g., PET1 vs. PET2) were assessed via paired t-tests. Spearman’s correlation and linear regression analyses were performed to investigate the relationship between all factors (SPSS v.29). There is a significant (p < 0.05) difference between timepoints for all factors except iRAT scores. There is a significant positive correlation among all scores, except between Prep1&2 and TBL1&2 scores with the strongest correlations between PET1&2 and Prep1&2 scores. PET scores have no correlation to demographics. Preparedness to the team is critical for TBL and these results suggest that Prep scores can predict preparation for iRATs, suggesting that students can evaluate their peers’ preparedness for TBL. This study provides additional evidence for the value and use of this formative PET.