Application of peer review techniques in engineering education (original) (raw)
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Considering the results of research on the benefits and difficulties of peer review, this paper describes how teaching faculty, interested in endorsing the acquisition of communication and critical thinking (CT) skills among engineering students, has been implementing a learning methodology throughout online peer review activities. While introducing a new methodology, it is important to weight the advantages found and the conditions that might have restrained the activity outcomes, thereby modulating its overall efficiency. Our results show that several factors are decisive for the success of the methodology: the use of specific and detailed orientation guidelines for CT skills, the students' training on how to deliver a meaningful feedback, the opportunity to counter-argument, the selection of good assignments' examples, and the constant teacher's monitoring of the activity. Results also tackle other aspects of the methodology such as the thinking skills evaluation tools (grades and tests) that most suit our reality. An improved methodology is proposed taking in account the encountered limitations, thus offering the possibility to other interested institutions to use/test and/or improve it.
Implementation Of Peer Review Assessment To Engineering Students
SHS Web of Conferences
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...
Incorporating student peer-review into an introduction to engineering design course
Frontiers in Education, …, 2005
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.
European Journal of Engineering Education, 2014
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Journal of Engineering Education Transformations, 2022
To engage the students actively in large classes is a challenging task. It became tougher especially in the online mode of conduction of lectures, due to the pandemic situation. In the absence of physical classroom interaction, students tend to lose focus and disconnect with the course content. It is observed that implementation of active learning techniques, helps in enhancing students' engagement. It also appears to be beneficial in improving attainment levels of the course outcomes which is a very important aspect of the outcome based education. This paper discusses Peer Review as an active learning strategy, implemented for the course of Basic Electrical and Electronics Engineering for the first year engineering students. The students were divided into small groups, were asked to solve problems (were given a task based on a course outcome) and were asked to Peer Review the work with the help of assessment rubric provided. Course outcome where Peer Review Technique was implemented is compared with the other course outcomes where this technique was not implemented.
Peer Assessments in Engineering: A Pilot Project
Springer eBooks, 2021
The evaluation methods employed in a course are the most important point for the students, above any other learning aspect. For teachers, this task is arduous when the number of students is high. Traditional evaluation requires the teacher to grade all the assignments and exams, while peer assessments have become a valuable tool to involve students effectively in the correction of exercises. This paper applied and analyzes the evaluation through peer review in a course of Computer Sciences Engineering. A total of six assignments and a mid-term exam were evaluated by both teachers (individually) and students (cooperatively), and the differences were discussed to extract conclusions about the viability of this evaluation model.
Peer review of teaching/learning paradigms: A new proposal for engineering education
CRC Press eBooks, 2022
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.
Peer Assessment as a Learning Tool: Perspective of Undergraduate Engineering Students
2021
Peer assessment is an effective tool for transferring ownership of the assessment process to learners, thereby enhancing their motivation and involvement in learning. Besides, learners gain insight into the assigned task while assessing others which makes peer assessment an important component of ‘Assessment for Learning’. However, it is important to determine learners’ views on peer assessment as limited research is available from Indian classrooms. An attempt has been made in this study is to explore the perspective of learners on peer assessment as an instrument for learning and developing awareness of task expectation. Data is collected from 127 1st year engineering students of VIT-AP University, Amaravati, India. A questionnaire with a Likert scale of four possible responses and open-ended questions were administered among the subjects. Results found that learners have a positive perception about peer assessment as a learning tool, besides, it is motivating, and they believe that it promotes self-reflection via peer evaluation. As for its limitations, learners highlight the challenges like unfamiliarity with this mode of assessment, issues with the modality, and lack of confidence in doing an effective assessment. The study suggests that a developmental process may be initiated by the teachers that lead towards more mature peer assessment for enhancing learning and assessment experiences in the classroom. Keywords: peer-assessment, assessment, student’s beliefs, learning tool, critical thinking
Education and Information Technologies, 2003
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.