An online progressive peer assessment approach to project-based learning: a constructivist perspective

Wang, Xiaoming; Yu, Xiao-Han; Hwang, Gwo‐Jen; Hu, Qing-Nan

doi:10.1007/s11423-023-10257-6

Cited by 2 publications

(2 citation statements)

References 75 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…[ [50][51][52][53] Time management (B 9 ) This indicator evaluates whether students can ensure an adequate allocation of time to ensure the timely completion of tasks and projects in online PBL. [54] Reflection and learning (B 10 )…”

Section: Criteria Explanations Referencesmentioning

confidence: 99%

A Multi-Project Evaluation of Engineering Students’ Performance for Online PBL: Taking the Sustainable Decision Analysis Course as an Example

Zhang,

Yang,

2024

Sustainability

View full text Add to dashboard Cite

In order to meet the growing demand for engineering professionals who can incorporate sustainable solutions into their work, sustainability courses have been launched in online problem-based learning (PBL) environments through various real-life projects. Nonetheless, the conventional one-off grading approach may fail to capture the intricate variations in students’ performance across different projects. To address this problem, a multi-project evaluation framework utilizing the probability exceedance method (PEM) is proposed, which can fuse linguistic evaluation data presented in probability distributions without the need to obtain weights of criteria. In the case study, a comprehensive evaluation of the performance of students majoring in engineering management is conducted within a study group over an online PBL course on sustainable decision analysis. The sensitivity analysis demonstrates that consistent scores can be achieved after assigning different values of fuzzy measures to each criterion. This study enables teachers to holistically evaluate students without being bound by rigid numerical standards or strict weighting schemes, thus allowing them to focus on other educational tasks while ensuring effective and reliable results. Moreover, it contributes to educational innovation by introducing a modern and comprehensive approach for engineering student assessment in online PBL, aligning with the evolving needs of educational sustainability in higher education.

show abstract

Section: Criteria Explanations Referencesmentioning

confidence: 99%

A Multi-Project Evaluation of Engineering Students’ Performance for Online PBL: Taking the Sustainable Decision Analysis Course as an Example

Zhang,

Yang,

2024

Sustainability

View full text Add to dashboard Cite

show abstract

“…Piaget (1950) presented the theory of constructivism, asserting that knowledge is not simply transmitted from teacher to student but actively constructed in the mind of the learner (see Huitt, W., & Hummel, J., 2003). Constructivist theorists (see for example Wang et al, 2023) assert that learners create ideas from their own base of knowledge rather than simply receiving them; constructivist approaches to learning are said to foster critical thinking and create motivated, independent learners. Constructivism highlights the interests and abilities of children to achieve specific educational goals at different ages.…”

Section: Hickman -109mentioning

confidence: 99%

Assessment, creativity and learning: A personal perspective

Hickman

2023

Future in Educational Research

View full text Add to dashboard Cite

This paper presents a personal view (a view coloured by my cultural environment and upbringing) of young people's education. I look in particular at assessment practices and detail my understanding of the nature of learning, focusing on creativity and the tensions associated with schooling and creative behaviour. Drawing upon and developing my earlier work in the light of further research and experience, I give an overview of assessment practices and approaches to teaching and learning and argue for a learner‐centred approach with a focus on practical work and an environment that promotes creative problem‐solving across the whole curriculum. A pedagogical strategy is presented that is based on four areas of activity: reacting, researching, responding, and reflecting.

show abstract

An online progressive peer assessment approach to project-based learning: a constructivist perspective

Cited by 2 publications

References 75 publications

A Multi-Project Evaluation of Engineering Students’ Performance for Online PBL: Taking the Sustainable Decision Analysis Course as an Example

A Multi-Project Evaluation of Engineering Students’ Performance for Online PBL: Taking the Sustainable Decision Analysis Course as an Example

Assessment, creativity and learning: A personal perspective

Contact Info

Product

Resources

About