PEER LEARNING THROUGH ASSESSMENT: A CASE STUDY IN ACTIVE LEARNING TO DEVELOP HIGHER ORDER THINKING

Purpose: The purpose was to explore the feasibility of using student construction of multiple choice questions (MCQs) to foster active learning and improve higher order thinking skills in a graduate course in public health. Student performance statistics, a written survey, and focus groups determined success in engaging students and developing higher order thinking skills. Methods: Students participated in a hands-on lab where PeerWise software was introduced and students participated in exercises to create MCQs, answer questions created by other students, and rate questions according to a rubric that evaluated each question on a 5 point scale awarding points based upon question clarity, completeness of explanation, and extent to which questions addressed HOT skills. Statistics collected within the PeerWise software system assessed level of student engagement and quality of student contributions. These were number of questions created, average question rating, number of questions answered, volume of comments received, volume of comments provided, and overall participation score. A survey administered halfway through the implementation gauged students' satisfaction with PeerWise, the extent to which they were actively engaged, and the extent to which they thought creating, answering, rating, and commenting contributed to development of HOT skills and course mastery. Results: Preliminary results show a high level of student engagement and successful student creation of MCQs that measure HOT skills. After five weeks more than half of the students have answered more than 100 questions and all but one have answered more than 30 questions. Halfway through the study the 20 enrolled students enrolled have created 117 questions of which 89% were rated as clear, appropriately related to class topic, and including an explanation of both correct and incorrect answers. A subset of ten higher order thinking questions have been included on the midterm exam. Conclusions: This study provides evidence that student creation of MCQs is feasible and effective for a graduate class, that the exercise is engaging for students, and that the exercise succeeds in developing students' HOT skills.