Exploring the effect of peer assessment on final exam scores and pharmacy students' perspectives towards peer assessment in laboratory practice

• Published in: Currents in pharmacy teaching and learning Vol. 17; no. 12; p. 102465
• Main Author: Gumala, Azhoma
• Format: Journal Article
• Language: English
• Published: United States Elsevier Inc 01.12.2025
• Subjects: Educational practice; Exam score; Group work; Peer assessment; Students' perception; Peer assessment; Students' perception; Educational practice; Exam score; Group work
• ISSN: 1877-1297; 1877-1300; 1877-1300
• DOI: 10.1016/j.cptl.2025.102465

Practical sessions of the Biopharmaceutics and Pharmacokinetics course (BF) in the Faculty of Pharmacy, Universitas Andalas, Indonesia, were a mandatory group-based learning experience aimed at fostering cooperative and collaborative attitudes. This research aims to explore the impact of peer group assessment on final exam scores and investigate students' perceptions of the impact of peer assessment on attitudes within groups during the course. This cross-sectional study was conducted during the odd semester, involving 3rd year pharmacy undergraduate students at Faculty of Pharmacy of Universitas Andalas. Students in the same group were grading their peers by participation percentages. At the end of the semester, the participation percentage was compared with the final test score (excellent, good, satisfactory) and analyzed using ANOVA. The perspectives of students about peer assessment on student groups were surveyed using 5-point Likert scale. The p-values of ANOVA between the three groups of final exam score and participation percentage were 0.219. Some students expressed satisfaction with peer assessment as they see it can influence students' motivation and contribution to the overall learning experience in the BF practical course. The results of the ANOVA between the three groups of final exam scores and participation percentage indicate that peer assessment through participation percentage did not influence the final exam result. However, the distribution of participation percentage and perspective of students showed that peer assessment can serve as an effective tool in enhancing pharmacy students' engagement during group-based practical sessions. •The student's final exam result was not significantly influenced by the participation percentage assessed by group peers.•Students with an excellent score had a relatively higher participation percentage compared to students with good and satisfactory scores.•Peer assessment can serve as an effective tool in enhancing pharmacy students’ engagement during group-based practical sessions.