Peer Review In Engineering Education: Speeding Up Learning, Looking for a Paradigm Shift (original) (raw)
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Calibrated Peer ReviewTM (CPR) is a web-based application that enables students to critically review other students’ written assignments anonymously, but only after they have achieved a successful calibration level via online critiques of standardized assignments. The current project expands and enhances this widely used “learning by writing” tool to a more comprehensive “learning by communication” model that includes graphical/pictorial and oral tools. The principal intellectual contribution is the development of new learning materials and teaching strategies coupled with evaluation studies that contribute to reform-driven engineering education. The project seeks to develop a flexible application both for STEM and for non-STEM disciplines that can be directly available to the existing community of registered CPR users (over 950 colleges and universities).
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Online assessment has been increasingly popular in the tertiary education setting nowadays and has had significant changes to the process of assessment. Several studies have been conducted on online assessment, particularly on online peer assessment and found that it benefits students in teaching, learning and assessment. This paper will discuss the result of a study conducted in a Chemical Engineering class which uses online peer assessment as one of the tools to conduct assessment. The objective of this study was to investigate the effectiveness of online peer assessment to students’ learning from the students’ perspective. The perspective of the students was under study because they are the ones who are going through the process, thus, the effectiveness of the assessment to their learning can only be known if the information is obtained from them. The students were divided in small groups and asked to conduct online peer assessment using any free online survey tools. Each group h...
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This article discusses the application of the peer review process as a pedagogical instrument for the promotion of written expression, collaborative work, critical thinking, and professional responsibility among Informatics and Engineering majors. The approach is introduced with a motivation, followed by a discussion about common principles of current learning paradigms and the peer review process. This work is being conducted in Brazil, where we intend to promote a learning paradigm shift through the application of peer review in education. A framework for this application is outlined, together with an account of results from experiences and a discussion about the skills that this approach exercises, especially with regard to widely accepted curricula and codes of ethics and professional conduct. Further research and development efforts are conjectured.
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We report on a project to improve the teaching of engineering design at the junior level. Peer review of student work is an integral part of collaborative learning and reform-driven engineering education. Yet successfully implementing this pedagogical technique requires significant amounts of instructor and class time. Furthermore, if adequate formative assessment does not emerge from peer review, the experience may devolve into "busy work" in the eyes of the student. Here, we give early results from an NSF-funded study using Calibrated Peer Review (a web-delivered, collaborative learning environment) to enhance learning in engineering design.
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Several experiences with peer review in computer science education have been reported in the literature. What is needed to turn it into a continued, regular educational approach? We try to answer that question beginning by presenting the skills required by computer science international curricula, as well as the skills exercised in peer review, an approach that can match those requirements. The practice of peer review in computer science education is reported, revealing very positive results, but with little sign of institutionalization and long-term application. The learning outcomes, the software available, the types of student work reviewed, and the different 701 E.
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In higher education, it is common to hear "we have the best engineering education" or "we have talented and experienced instructors who offer the best teaching/learning paradigm," etc. In general, the four main components of higher education are simply students, faculty, facilities, and curriculum. We may have a flawless four components, yet the outcomes may not be as good as expected: an indicative of the crucial need for teaching/learning continuous evaluation. Peer review can be one of the most effective tools for the continuous improvement of higher education offerings. In this paper, the authors form a team to create an effective peer-review process with new and innovative formative and summative functions. A new checklist is being designed and used by two or more reviewers to rate the course syllabus, objectives, outcomes, and activity/assessment tools; this is the summative evaluation phase. Two or more peers used another designed checklist to rate different aspects of the instructor's pedagogy based on a class visit for the formative evaluation. Both lists are shared with the faculty but not used as part of his/her evaluation. A pilot study is performed on the four authors of this paper and four courses of the construction engineering curriculum in the American University in Cairo. The four faculty adopt the process as they believe that what they have excelled in for some time will unequivocally be surpassed by something that is newer and indubitably works better.
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Based on the quantitative and qualitative analysis of collected data, this work examines energy engineering students' perceptions towards web-based peer assessment, distinguishing their role as reviewers and as feedback receivers. It analyses the type of feedback in an attempt to evaluate students' written communication skills and identifies which factors are related to students' use and appreciation of feedback. Taking in account the conclusions of our previous case-study in the civil engineering course at University of Trás-os-Montes e Alto Douro (UTAD, Vila Real, Portugal) the results of this study allow us to deepen the reflexion on how to improve the design and implementation of future web-based peer assessment tasks in engineering courses.
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PhD from Drexel University in Mechanical Engineering in 2003. She completed a post-doctoral fellowship in the Orthopedic Biomechanics Lab at the Mayo Clinic. Dr. Ringleb research interests include, biomechanics and rehabilitation engineering as well as multidisciplinary approaches to improving engineering education.