Student experiences and perceptions of peer assessment in undergraduate optometry training in South Africa

Abstract

Background: Peer assessments have historically been utilised within the University of KwaZulu-Natal’s optometry training programme, yet little is known about the effectiveness of this approach as a teaching and learning strategy.
Aim: To explore the benefits and limitations of peer assessment as an educational strategy in optometry training.
Setting: The University of KwaZulu-Natal, South Africa.
Methods: A qualitative exploratory design was employed, recruiting a purposive sample of 60 third- and final-year optometry students. Data were collected through six focus groups. Audio recordings were transcribed and thematically analysed using interpretive content analysis.
Results: Three main themes emerged: ‘To judge and be judged’, ‘A learning opportunity’ and ‘Impact on learning’. Findings indicated that peer assessment facilitates a non-intimidating learning environment; however, lacks expert input, risking the potential of misinformation among peers.
Conclusion: Peer assessment results should be treated with caution because of students’ difficulties with objectivity and peer critique. However, peer assessment has the potential to develop students’ critical thinking skills, their understanding of assessment processes and feedback competencies. The results of this study will serve as a baseline for future researchers who wish to conduct research on the impact of peer assessment in undergraduate optometry training.
Contribution: The findings would contribute towards the improvement of summative assessments in optometry education and training.