Formative peer evaluation instrument for a team-based learning course: Content and construct validity

Abstract

Purpose

Team-based learning (TBL) is an evidence-based approach to promote teamwork. Peer evaluation (PE) is an essential component to shape future team engagement and promote reflection. As PEs vary in use, implementation, and assessment, this study establishes the content and construct validity of a formative PE tool for a TBL course.

Methods

A ten-item instrument was developed based on a comprehensive review of PE literature and was critically edited by a team of experienced educators. Each student in a graduate histology course rated peers at two timepoints on a scale from Never to Always (0–3). The instrument’s factor structure was analyzed by dividing the response set (D1 and D2); with D1 utilized for exploratory factor analysis (EFA) and D2 for confirmatory factor analysis (CFA). Cronbach’s alpha assessed internal consistency.

Results

Data from 158 students across four cohorts were included in the analyses (D1, D2 = 972). A three-factor solution had good overall internal consistency (alpha = 0.82), and within the subscales ranged from 0.67 to 0.81. The factor structures were resonant with existing literature on (1) preparation, (2) providing feedback, and (3) feedback receptivity and attitude.

Conclusion

This study establishes evidence of content and construct validity of a formative PE instrument for a TBL course.

Keywords:

• Peer evaluation
• team-based learning
• formative assessment
• content validity
• construct validity

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.

Notes on contributors

Kyle A. Robertson

Kyle Robertson is an Assistant Clinical Professor of Anatomy, Cell Biology, and Physiology at Indiana University School of Medicine, West Lafayette where he teaches gross anatomy, histology, embryology, neuroanatomy, and pathology to medical students. He also mentors medical students interested in pursuing educational based research.

David J. Gunderman

David Gunderman is a third-year medical student at Indiana University School of Medicine with a PhD in Applied Mathematics. His recent experiences include serving as the Vice President of Curriculum in the Medical Student Council at IUSM, as a member of the American Medical Association Medical Student Section Standing Committee on Medical Education, and as an assistant editor of the Journal of Student Run Free Clinics.

Jessica N. Byram

Jessica Byram is Assistant Professor of Anatomy, Cell Biology, and Physiology at Indiana University School of Medicine, where she teaches human gross anatomy, histology, and embryology, medical, health professional, graduate, and undergraduate students. She is the Assistant Director of the Phase 1 Curriculum of IUSM. She is director of the Education Track PhD program in Anatomy & Physiology. She also mentors MS and PhD students pursuing anatomy and medical education research.