Come Together: Peer Review with Energy Engineering Students

Nascimento, Maria da Silva

doi:10.3991/ijep.v4i5.3537

Cited by 8 publications

(6 citation statements)

References 24 publications

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“…portfolio system makes this process even better (Welsh, 2012). Hence, this article illustrates how beneficial it is to use them for classroom instruction and student learning in the industrial revaluation 4.0 and/or digital age and look into ways to improve the design and use of future web-based peer assessment tasks in different courses (Dominguez, Nascimento, Maia, Pedrosa, & Cruz, 2014).…”

Section: Introductionmentioning

confidence: 99%

Enhancing Student-Teachers Assessment Skills: A Self-and Peer-Assessment Tool in Higher Education

Dahal

Luitel²,

Pant³

et al. 2022

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This study used a self-and peer-assessment activity in Moodle, a learning management system, to investigate the self-and peer-assessment abilities of student-teachers. To enhance self- and peer-assessment in some author-taught courses, students submitted online texts graded by their peers using a grading scale determined by course facilitators as a rubric or aspects approved by course facilitators. This study aimed to design and investigate self-, and peer-assessment activities among 18 students (10 boys and 8 girls) enrolled in one of Kathmandu University Schools of Education’s MPhil/Ph.D. program in STEAM (Science, Technology, Engineering, Arts and Mathematics) in Nepal in 2021. The objective was to identify the most effective strategies for involving student-teachers in the learning and assessment processes using self- and peer-assessment as a learning and assessment tool using action research as a research methodology. This study followed the procedures of planning, intervening, evaluating effectiveness, and sharing learning processes within the action research framework. In order to achieve the research objectives, this article discussed some of the Workshop activity’s key strengths and applications within cognitive and constructivist theoretical frameworks, among others. The article concluded by outlining the key advantages of self-and peer assessment in increasing student engagement and improving higher-order skills. These are analytical, and evaluation skills developed through the process of grading self- and peer submissions on a variety of criteria (aspects). The findings show that students are responsible for learning, have metacognitive skills, and use a dialogical, shared teaching and learning model. For higher education, it is a useful tool for self-and peer- assessment.

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Section: Introductionmentioning

confidence: 99%

Enhancing Student-Teachers Assessment Skills: A Self-and Peer-Assessment Tool in Higher Education

Dahal

Luitel²,

Pant³

et al. 2022

View full text Add to dashboard Cite

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“…Several meta analyses report on the learning efficiency of peer review. [11,14,38] It has to be noted that in most of the studies referenced in these meta analyses, peer review was integrated into a face-to-face teaching routine, where peer review phases were interleaved with teacher guided instruction. The teaching format presented in this article does not include such phases.…”

Section: Related Workmentioning

confidence: 99%

“…This effect was not found in the meta analyses in. [14,35] Yet, certain theories would predict such an outcome. Fischer's Skill Theory [15] postulates that learners construct a hierarchical framework of skills where high level skills depend on lower level skills.…”

Section: Related Workmentioning

confidence: 99%

“…[19] Students and teachers alike have expressed their dissatisfaction with the feedback they received respectively delivered. [30] Educational software can help to solve these problems: Self-regulation can be sustained with learning scripts (also referred to as orchestration or learning choreographies) [32], intelligent tutor and scaffolding software, and remote laboratories can provide experimental settings which allow students to gather guided hands-on experiences, social media which allow to share and discuss approaches among large numbers of students, and computer-mediated peer review which have been shown to be beneficial to learning [11,14,38] as well as they reduce the teachers' workload. [12] Yet, learning and teaching formats that integrate these software solutions have to be designed and thoroughly evaluated.…”

Section: Introductionmentioning

confidence: 99%

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Organizing Peer Correction in Tertiary STEM Education: An Approach and its Evaluation

Heller

Bry

2019

Int. J. Eng. Ped.

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This article reports on a novel higher-education course format exploiting choreographed peer reviews and self-corrections using an online learning platform. The novel course format aims to reduce teachers' workload as it was motivated by the necessity to run examinations for all courses during all terms, even though almost all courses can only be offered every second term. As a consequence, and because of a very high students-to-teacher ratio, many students have to prepare for examinations without sufficient assistance. This article describes the novel course format and reports on its evaluation in a case study. The evaluation indicates that most students benefit from the novel course format but that it is less efficient than traditional formats based on a higher teachers' involvement. The major weakness of the novel format is the insufficient participation of some students to their peer-reviewing. The article suggests and discusses possible measures to address that weakness. This article extends previous work by the same authors by providing an extended evaluation of the students' attitudes towards the course format, their behavior on the platform and their peer reviews. The course format and the learning platform are described in greater detail and the integration into related work has been expanded.

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“…Peer assessment as a complement to teaching has been recently implemented in courses of engineering, ranging from communications [3] to energy engineering [4]. In building engineering courses, peer review has been also applied, as pointed out by Rodriguez-Esteban et al [5].…”

Section: Introductionmentioning

confidence: 99%

Peer-review to promote learning and collaboration between students of “Energy in Buildings” = Evaluación por pares para incentivar el aprendizaje y colaboración entre estudiantes de “Energía en la Edificación”

González

2020

AdvBuildEdu

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AbstractIn educational settings, peer assessment is defined as the process of considering the level, value, worth, quality or success of the outcomes of learning by classmates with the same status (i.e. peers). In the framework of an educational innovation project at Universidad Carlos III de Madrid (UC3M), peer assessment has been implemented during two years in the course of “Energy in Buildings”. In this subject, students individually develop their own project, mainly based on software tools, and apply the knowledge and skills learned within the course. The goal of peer assessment in this course is, not so much to increase student’s marks, but to increase their learning outcomes. The resulting classroom setting also allows a smoother transition to real-life professional settings and the development of interpersonal skills with future co-workers. A learning management system was utilized: Aula Global, virtual platform for students at UC3M, that is based on Moodle. Peer assessment was enabled by using the workshop activity in Moodle platform. To guide the assessment by the students, rubric templates were generated in the same virtual platform. This paper presents the lessons learned during the last year of application of peer assessment in “Energy in Buildings” course.ResumenEn entornos educativos, la evaluación por pares se define como el proceso de considerar el nivel, valor y calidad o éxito de los resultados de aprendizaje por parte de los propios compañeros (i.e. pares o iguales). En el marco de un proyecto de innovación docente de la Universidad Carlos III de Madrid (UC3M), la evaluación por pares se ha implementado durante dos años en la asignatura ”Energía en la Edificación”. En ella, los estudiantes desarrollan de forma individual su propio proyecto, fundamentalmente basado en herramientas informáticas, y aplican los conocimientos y destrezas que adquieren a lo largo del curso. El objetivo de la revisión por pares en esta asignatura es incrementar, no tanto las calificaciones de los alumnos, sino más bien los resultados de aprendizaje. El entorno de clase resultante permite además una transición más suave hacia la realidad profesional y el desarrollo de habilidades interpersonales con futuros compañeros de trabajo. Se utilizó un sistema de gestión de aprendizaje: Aula Global, plataforma virtual para estudiantes de la UC3M, la cual se basa en Moodle. La evaluación por pares se habilitó mediante la actividad de taller en la plataforma Moodle. Para guiar la evaluación por parte de los estudiantes, se generaron plantillas de rúbrica en la propia plataforma virtual. Este trabajo presenta las lecciones aprendidas durante el último año de aplicación de la revisión por pares en la asignatura de “Energía en la Edificación”.

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Come Together: Peer Review with Energy Engineering Students

Cited by 8 publications

References 24 publications

Enhancing Student-Teachers Assessment Skills: A Self-and Peer-Assessment Tool in Higher Education

Enhancing Student-Teachers Assessment Skills: A Self-and Peer-Assessment Tool in Higher Education

Organizing Peer Correction in Tertiary STEM Education: An Approach and its Evaluation

Peer-review to promote learning and collaboration between students of “Energy in Buildings” = Evaluación por pares para incentivar el aprendizaje y colaboración entre estudiantes de “Energía en la Edificación”

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