Peer review of laboratory reports for engineering students

Abstract

Here, we present a module to introduce student peer review of laboratory reports to engineering students. Our findings show that students were positive and felt that they had learnt quite a lot from this experience. The most important part of the module was the classification scheme. The scheme was constructed to mimic the way an expert would argue when making a fair judgement of a laboratory report. Hence, our results may suggest that the success of the module design comes from actively engaging students in work that is more related to 'arguing like an expert' than to only supply feedback to peers, which in such a case would implicate a somewhat new direction for feedback research. For practitioners, our study suggests that important issues to consider in the design are (i) a clear and understandable evaluation framework, (ii) anonymity in the peer-review process and (iii) a small external motivation.

Experiential learning in engineering education: A systematic literature review

“…For example, by allowing students to collaboratively redesign a marking matrix (Leslie & Gorman, 2017), integrate original ideas in venture capital fund projects (Marchese et al, 2001), or identify the extent of their participation at every levels of “do, observe, think, and plan” learning cycles (Li et al, 2019), students gained strong affinity toward the learning process. In doing so, students grasp much better the benefits of the experience in which they engage (Andersson & Weurlander, 2019; Shyr, 2010).…”

Physical chemistry students’ learning profiles and their relation to study-related burnout and perceptions of peer and self-assessment

“…The PPSA measures student perceptions of peer and self-assessment on three subscales: assessment as supporting learning, selfefficacy in assessment, and negative experiences of peer and self-assessment. Research indicates that students generally value engaging with the assessment process, and that their perceptions of peer and self-assessment tend to be positive (Hanrahan and Isaacs 2001;Wen and Tsai 2006;Andrade and Du 2007;Vickerman 2009;Carvalho, 2013;Mulder et al, 2014a;Mica ´n and Medina 2017;Wanner and Palmer 2018;Andersson and Weurlander 2019;Andrade 2019). However as hinted by the three PPSA subscales, a plethora of distinct peer and selfassessment perceptions have been identified in the literature: on the positive side students report that participation in peer and self-assessment enhances motivation (Hanrahan and Isaacs 2001;Van Hattum-Janssen and Lourenço 2008;Planas Llado ´et al, 2014;Gholami 2016).…”

Perceptions of practical knowledge of learning and feedback among academic teachers

“…Feedback is one of the most powerful tools to foster learning (Hattie 2009;Andersson and Weurlander 2019) and has been studied in numerous settings, domains, and disciplines. The concept of feedback also frequently appears in engineering education literature (e.g.…”