摘要：Peer evaluation skills are not
typically taught to students, yet they are expected to provide highquality feedback to their peers. Gameful learning, a pedagogy supporting student-driven learning, can further reinforce the development
of peer evaluation skills, if students are motivated to improve upon
them. To better understand the effects of a peer evaluation training on
the quality of student-generated peer evaluations, we scored peer
evaluations from two cohorts taking a graduate-level nutritional sciences class using gameful learning pedagogy. The intervention group
completed a peer evaluation training before engaging in peer reviews,
while the control group did not. The training included two readings, a
video, and reflection questions. The peer evaluations submitted by
both the intervention and control groups were assessed on a validated
rubric. The peer evaluation training had a positive effect on the quality
of the submitted peer evaluations. The intervention group had a 10.8%
higher score on its first submitted peer evaluation compared with
controls (P 0.003). The intervention group improved the quality of
its future submissions by a further 8.9%, whereas the controls did not
continue to improve substantially (P 0.001). Overall, peer review
training enhanced the quality of peer evaluations and allowed students
to develop professional skills that they can utilize in any biomedical
profession. Our results highlight the importance of peer evaluation
training in combination with repeated practice and student-driven
learning brought forth by gameful learning pedagogy in improving the
quality of evaluations and developing professional skills.
关键词：gameful learning; peer evaluation; professional development; training
