Analysis of Peer Evaluation Essay in Problem-Based Learning

Abstract

The purpose of this study is to analyze peer evaluation essays to determine what college students consider important when evaluating their peers in a PBL class. Discovering and comparing students’ comments regarding high achievers and low achievers during peer evaluation are the specific study objectives. Eleven students taking a class that utilized PBL participated in this study. The participants were tasked with submitting peer evaluation essays after the completion of PBL group activities. Each student was asked to first rank his or her peers and then to explain in essay form the reasons why he or she ranked them in that order. The analytic process for the peer evaluation essay involved qualitative research methods comprised of (1) examining every sentence in the students’ essays and classifying similar words or phrases into a provisional concept, (2) a review by an external educational expert, (3) and member-checking by participating students. Triangulation and member-checking were used for the validation of the study. Upon grouping the sentences in the peer evaluation essays according to similar meanings, words, or concepts, a convergence on 6 to 8 common factors emerged. Eight factors (participation, cognition, preparation, communication, leadership, responsibility, affectivity, skills) were observed when the criteria for the high achievers at peer evaluation were examined. Six factors (participation, cognition, preparation, communication, diligence, cooperation) were identified when the criteria for the low achievers at peer evaluation were analyzed. In addition, factors of cognition, leadership, and participation were most frequently and positively mentioned by students when evaluating high achievers within their groups, while participation and diligence were most frequently and negatively mentioned when evaluating low achievers. Based on the findings, various subject matters are discussed.