Overview of Peer Assessment as Formative Assessment in Medical Education

Abstract

In Competency-Based Medical Education (CBME), assessment plays a crucial role. It is defined as the systematic collection, review, and use of both qualitative and quantitative data to enhance student learning and development. There are two main types of assessments: summative and formative. Peer assessment involves various activities where students evaluate and provide feedback on their peers’ work. This review article aimed to explore peer assessment in medical education. Articles were sourced from PubMed and Google Scholar, with a focus on studies related to peer assessment published between 2015 and 2024. Initially, 28 relevant studies were identified, but 15 were excluded due to incomplete access or paywalls. The review found that students were concerned about how open and transparent peer assessment might affect their relationships. However,
students showed increased confidence in assessing peer performance from their first to second year. While peer assessment was not found to be reliable for evaluating

Objective Structured Clinical Examination (OSCE) performance, peer assessors felt it was beneficial for their
learning. The insight gained into exam techniques and self-evaluation helped students better understand expectations in clinical settings and develop approaches to self-assessment. Entry-level students tended
to provide more positive feedback compared to senior students. In
conclusion, the article highlights the importance of early training and preparation for students, as well as continuous professional development for faculty members, to ensure effective guidance in the peer assessment process.

How to cite this article:
Raja P V, Lenin D. Overview of peer assessment
as formative assessment in medical education.
Chettinad Health City Med J. 2025;14(4):68-70.

DOI: https://doi.org/10.24321/2278.2044.202552