Can students adequately evaluate the activities of their peers in PBL?

References

• Arbuckle JL. 2006. Amos 7.0 user's guide. Chicago, IL: SPSS Inc.
   Google Scholar
• Boud D, Falchikov N. Quantitative studies of student self-assessment in higher education: A critical analysis of findings. High Educ 1989; 18: 529–549
   Web of Science ®Google Scholar
• Browne M, Cudeck R. Alternative ways of assessing model fit. Testing structural equation models, K Bollen, L Long. Sage, Newbury Park, CA 1993; 136–162
   Google Scholar
• Crick JE, Brennan RL. Manual for GENOVA: A generalized analysis of variance system. American College Testing Program, Iowa, IA 1983
   Google Scholar
• Das M, Mpofu D, Dunn E, Lanphear JH. Self and tutor evaluations in problem-based learning tutorials: Is there a relationship?. Med Educ 1998; 32(4)411–418
   PubMed Web of Science ®Google Scholar
• De Grave WS, Boshuizen HPA, Schmidt HG. Problem based learning: Cognitive and metacognitive processes during problem analysis. Instr Sci 1996; 24(5)321–341
   Web of Science ®Google Scholar
• Dolmans DHJM, De Grave W, Wolfhagen IHAP, Van der Vleuten CPM. Problem-based learning: Future challenges for educational practice and research. Med Educ 2005; 39: 732–741
   PubMed Web of Science ®Google Scholar
• Dolmans DHJM, Wolfhagen IHAP, Van der Vleuten CPM. Motivational and cognitive processes influencing tutorial groups. Acad Med 1998; 73(Suppl 10)S22–S24
   PubMedGoogle Scholar
• Eva KW. Assessing tutorial-based assessment. Adv Health Sci Educ 2001; 6: 243–257
   PubMed Web of Science ®Google Scholar
• Ferguson GA. Statistical analysis in psychology and education, 5th. McGraw-Hill, Auckland 1981
   Google Scholar
• Gijselaers WH, Schmidt HG. Towards a causal model of student learning within the context of a problem-based curriculum. Innovation in medical education: An evaluation of its present status, Z Nooman, HG Schmidt, E Ezzat. Springer Publishing, New York 1989; 95–113
   Google Scholar
• Grönlund NE. How to construct achievement tests, 4th. Prentice-Hall Inc, Englewood Cliffs, NJ 1988
   Google Scholar
• Hancock GR, Mueller RO. Rethinking construct reliability within latent variable systems. Structural equation modeling: Present and future – a festschrift in honor of Karl Jöreskog, R Cudeck, S Du Toit, D Sörbom. Scientific Software International, Lincolnwood, IL 2001; 195–219
   Google Scholar
• Hidi S, Renninger KA. The four-phase model of interest development. Educ Psychol 2006; 41(2)111–127
   Web of Science ®Google Scholar
• Hu L, Bentler PM. Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Struct Equ Model 1999; 6(1)1–55
   Web of Science ®Google Scholar
• Kline RB. Principles and practice of structural equation modeling. Guilford Press, New York 1998
   Google Scholar
• Krapp A. Interest and human development during adolescence: An educational-psychological approach. Motivational psychology of human development, J Heckhausen. Elsevier, London 2000; 109–128
   Google Scholar
• Loyens SMM, Rikers RMJP, Schmidt HG. The impact of student's conceptions of constructivist assumptions on academic achievement and drop-out. Stud High Educ 2007; 32(5)581–602
   Web of Science ®Google Scholar
• Papinczak T, Young L, Groves M. Peer assessment in problem-based learning: A qualitative study. Adv Health Sci Educ 2007a; 12: 169–186
   PubMed Web of Science ®Google Scholar
• Papinczak T, Young L, Groves M, Haynes M. An analysis of peer, self, and tutor assessment in problem-based learning tutorials. Med Teach 2007b; 29: e122–e132
   PubMed Web of Science ®Google Scholar
• Rezler AG. Self-assessment in problem-based groups. Med Teach 1989; 11(2)151–156
   PubMed Web of Science ®Google Scholar
• Saris W, Stronkhorst H. Causal modeling in nonexperimental research. Sociometric Research Foundation, AmsterdamThe Netherlands 1984
   Google Scholar
• Schönrock-Adema J, Heijne-Penninga M, Van Duijn MAJ, Geertsma J, Cohen-Schotanus J. Assessment of professional behaviour in undergraduate medical education: Peer assessment enhances performance. Med Educ 2007; 41(9)836–842
   PubMed Web of Science ®Google Scholar
• Schwartz RW, Donnelly MB, Sloan DA, Young B. Knowledge gain in a problem-based surgery clerkship. Acad Med 1994; 69(2)148–151
   PubMedGoogle Scholar
• Slavin RE, Hurley EA, Chamberlain A. Cooperative learning and achievement: Theory and research. Handbook of psychology: Educational psychology, WM Reynolds, GE Miller. John Wiley & Sons Inc, Hoboken, NJ 2003; 7: 177–198
   Google Scholar
• Sluijsmans DMA, Moerkerke G, Van Merriënboer JJG, Dochy FJRC. Peer assessment in problem based learning. Stud Educ Eval 2001; 27: 153–173
   Google Scholar
• Sullivan ME, Hitchcock MA, Dunnington GL. Peer and self assessment during problem-based tutorials. Am J Surg 1999; 177: 266–269
   PubMed Web of Science ®Google Scholar
• Tousignant M, DesMarchais JE. Accuracy of student self-assessment ability compared to their own performance in a problem-based learning medical program: A correlation study. Adv Health Sci Educ 2002; 7(1)19–27
   PubMed Web of Science ®Google Scholar
• Van Berkel HJM, Van Til CT. 1994. Group performing in a problem-based curriculum: The development and evaluation of an instrument. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
   Google Scholar
• Van der Linden J, Erkens G, Schmidt H, Renshaw P. Collaborative learning. New learning. Dordrecht, RJ Simons, J Van der Linden, T Duffy. Kluwer, The Netherlands 2000; 37–54
   Google Scholar
• Visschers-Pleijers AJSF, Dolmans DHJM, De Leng BA, Wolfhagen IHAP, Van der Vleuten CPM. Analysis of verbal interactions in tutorial groups: A process study. Med Educ 2006; 40: 129–137
   PubMed Web of Science ®Google Scholar
• Visschers-Pleijers AJSF, Dolmans DHJM, Wolfhagen IHAP, Van der Vleuten CPM. Student perspectives on learning-oriented interactions in the tutorial group. Adv Health Sci Educ 2005; 10(1)23–35
   PubMedGoogle Scholar
• Yew EHJ, Schmidt HG. Evidence for constructive, self-regulatory, and collaborative processes in problem-based learning. Adv Health Sci Educ 2009; 14: 251–273
   PubMed Web of Science ®Google Scholar