Peer Review as an Active Learning Strategy in a Large First Year Course

Abstract

Peer-review of writing is an instructional strategy used to develop students’ critical thinking skills, writing competence and as a way of engaging students as active agents in their learning process [1,3,4]. In the Fall 2013 semester, two peer-review assignments were introduced in a compulsory first year engineering course, Introduction to the Engineering Profession, taken by nearly 500 students (in two sections). The objectives of the peer-review assignments were two-fold: (1) to help improve students’ writing by providing them with constructive criticism and feedback and (2) to develop students’ critical thinking and editing skills. Using a rubric provided by the instructor, students were asked to evaluate their peers’ written assignments in three categories: overall presentation, clarity and coherence (organization), and justification/explanation of the topic being discussed/analyzed. One assignment addressed the inter-disciplinary nature of the engineering profession while the second focused on making ethical decisions. Evaluators were required to justify the score given in each category, as well as to provide a short written comment on the paper as a whole. At the end of term, a class survey was conducted where students reflected on the peer review assignment from a learning perspective. This study presents the results of an analysis of those reflections. Overall, students and the instructor valued this instructional approach. Implications of this type of instructional strategy for undergraduate engineering education are also discussed.

Peer Assessment: Preparing for Professional Practice

“…As a criticism, a few respondents indicated a lack of confidence in their peers ability to perform a credible review or determine an accurate grade (also consistent with criticisms noted by Orjuela-Laverde and Chen. [4]), although the statistical results in the next section don't generally support this view.…”

“…[3] These benefits are consistent with those cited by Orjuela-Laverde and Chen. [4] Providing guidance and opportunity for students to develop skills in this area should, logically, be part of an engineer's education and training.…”