Faculty-led Inquiry into Reflective and Scholarly Teaching (FIRST)


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Course portfolio developed as part of the UNL Peer Review of Teaching Project (peerreview.unl.edu)

Copyright (c) 2017 Renee M. McFee


This Peer Review of Teaching Project portfolio focuses on the Animal Physiology II course which is required for first year veterinary medicine students. Weekly quizzes assess baseline knowledge and had been administered individually and in groups. I hypothesized the discontinuation of group quizzes would increase student effort when preparing for quizzes. Unit exams involve scenario-based questions and require students to apply information. I hypothesized the implementation of group exams would help under-performing students improve their ability to apply information they had learned. Exams were still taken individually prior to being taken in groups to encourage adequate preparation. Student impacts were assessed via surveys and assessment performance. Survey responses were positive regarding participation in both group quizzes and exams and the majority of students felt participation in group assessments helped improve their understanding of physiologic concepts. However, student agreement was significantly greater when asked if they would prefer to have group exams in future classes versus group quizzes. Students indicated they appreciated the opportunity to discuss ideas with classmates and the group format was similar to interactions they will have with future colleagues. However, the lack of equal participation of all group members during assessments caused frustration. Evaluation of quiz, exam, and post-test scores revealed the use of individual assessments improved retention of knowledge for low-performing students but assessment type had no impact on high-performing students. This study provides supportive evidence for the use of group assessments but only if modifications are made to limit the impacts seen with low-performing students.