PT  - JOURNAL ARTICLE
AU  - Anita Yang
AU  - Anna Brown
AU  - Rachel Gilmore
AU  - Adam M. Persky
TI  - A Practical Review for Implementing Peer Assessments Within Teams
AID  - 10.5688/ajpe8795
DP  - 2022 Oct 01
TA  - American Journal of Pharmaceutical Education
PG  - 8795
VI  - 86
IP  - 7
4099  - http://www.ajpe.org/content/86/7/8795.short
4100  - http://www.ajpe.org/content/86/7/8795.full
SO  - Am J Pharm Educ2022 Oct 01; 86
AB  - Objective. The objective of this review is to maximize the benefit of peer assessments in teamwork settings in professional pharmacy curricula.Findings. Best practices do not exist for using peer assessments in academic settings. The studies on peer assessments that we reviewed applied various conditions: Some studies used peer assessments of teams for formative assessments, while others used them for summative assessments; some assessed teamwork at a limited number of time points, while some assessed multiple time points; some attached student names to the assessments, while some were anonymous; and some explained why the tool was being used, while others offered no explanation.Conclusion. To use peer assessments most beneficially, instructors must define the purpose for their use, explain the purpose of teamwork, orient students to the tool being used, assess teamwork over time, provide feedback, minimize grades associated with the assessment, and use partial anonymity when collecting feedback.