Developing a procedure for learning and assessing peer review in a forensic science programme

Hamnett, H. J. and McKie, A. E. (2019) Developing a procedure for learning and assessing peer review in a forensic science programme. Assessment and Evaluation in Higher Education, 44(5), pp. 787-798. (doi: 10.1080/02602938.2018.1536924)

Abstract

Peer review of forensic casework is essential for ensuring quality and reducing error rates. However, it is not a common component of forensic science degree courses, and there are no published studies, guidelines or methods for teaching and learning forensic peer review. This study describes a method of learning, teaching and assessing forensic peer review through the use of group work to prepare checklists for reviewing casefiles and expert witness reports, followed by individual peer feedback. Example checklists and assessment criteria are provided. The peer feedback comments on expert reports were categorised revealing that suggestions are the most frequent type of feedback provided, followed by questions. Through a questionnaire, participants strongly agreed that the learning and teaching process described here was relevant to their future professional practice, and that through the use of checklists they understood the criteria for effective forensic peer review. It emerged from a semistructured interview that limited time led some students to surface review expert reports, that peers were seen as legitimate sources of knowledge, and additional feedback from lecturers was required. This study may be relevant to other areas where professional peer review is used, such as open source software development, nursing and community pharmacy.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Britten, Dr Amanda
• Authors: Hamnett, H. J., and McKie, A. E.
• College/School: College of Medical Veterinary and Life Sciences > School of Medicine, Dentistry & Nursing
• Journal Name: Assessment and Evaluation in Higher Education
• Publisher: Taylor & Francis
• ISSN: 0260-2938
• ISSN (Online): 1469-297X
• Published Online: 22 December 2018
• Copyright Holders: Copyright © 2018 Informa UK Limited
• First Published: First published in Assessment and Evaluation in Higher Education 44(5):787-798
• Publisher Policy: Reproduced in accordance with the copyright policy of the publisher