scholarly journals Implementation Of Peer Review Assessment To Engineering Students

2021 ◽  
Vol 124 ◽  
pp. 01001
Author(s):  
Hairuzila Idrus ◽  
Herri Mulyono ◽  
Raihan Mahirah Ramli ◽  
Ena Bhattacharyya ◽  
Siti Zulaiha
Keyword(s):  
Online Survey ◽  
Engineering Students ◽  
Chemical Engineering ◽  
Tertiary Education ◽  
Peer Assessment ◽  
Learning Task ◽  
Online Assessment ◽  
Peer Rating ◽  
Teaching Learning ◽  
Online Peer Assessment

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 had to conduct 2 or 3 cycles of peer assessment to ensure validity of the rating. The peer rating was used to produce individual marks for group work. At the end of the semester, the students were asked to write a reflection on the effectiveness of online peer assessment in their learning process of the course. The result of this study found that students have positive perspectives on the effectiveness of this assessment. This will be further discussed in the paper. In addition, pedagogical implications will also be discussed on the use of such online peer assessment in student’s learning task.

Students’ learning outcomes and peer rating accuracy in compulsory and voluntary online peer assessment

2018 ◽  
Vol 44 (6) ◽  
pp. 835-847 ◽  
Author(s):  
Jin Liu ◽  
Xiuyan Guo ◽  
Ruiqin Gao ◽  
Paul Fram ◽  
Yu Ling ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Peer Assessment ◽  
Rating Accuracy ◽  
Peer Rating ◽  
Online Peer Assessment

scholarly journals Motivación hacia el aprendizaje de la Química Orgánica en una Ingeniería de perfil no químico, mediante el apoyo de un Edublog / Incitement toward the Learning of Organic Chemistry in a non Chemical Engineering Profile, through the Support of an Edublog

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Alma Luz Angélica Soltero Sánchez ◽  
Porfirio Gutiérrez González ◽  
Jazmín del Rocío Soltero Sánchez
Keyword(s):  
Organic Chemistry ◽  
Virtual Environments ◽  
Biomedical Engineering ◽  
Engineering Students ◽  
Chemical Engineering ◽  
Point Of View ◽  
Support Material ◽  
Teaching Chemistry ◽  
Innovative Environment ◽  
Teaching Learning

ABSTRACTThis research represents a proposal for teaching that offers the possibility to incorporate in the teaching-learning process, virtual environments, which students are familiar with. The tradition of teaching Chemistry from a scientific point of view has resulted incomprehensible contents, even to the point that this subject is perceived as boring and irrelevant in the lives of the students. The purpose of the study was to increase the desire of Biomedical Engineering students, at the Centro Universitario de Ciencias Exactas e Ingenierías at the Universidad de Guadalajara, to learn Chemistry science using an educational blog (Edublog) as extra classroom support material. The results of the study showed, that shared work between the classroom and the use of the educational blog influenced in a positive way, achieving an improvement and a change of attitudes and interests of the students towards Organic Chemistry. The Edublog represented an innovative environment, able to maximize the students’ capacity to link together the concepts learned with their context and social reality.RESUMENEsta investigación representa una propuesta de enseñanza que ofrece la posibilidad de incorporar al proceso de aprendizaje-enseñanza, ambientes virtuales con los cuales los estudiantes se encuentran familiarizados. La tradición de enseñar la asignatura de Química desde un punto de vista científico, ha traído como consecuencia que los contenidos resul-ten incomprensibles, hasta llegar al punto, de que esta asignatura se perciba como aburrida e irrelevante en la vida de los estudiantes. El propósito del estudio, fue el incremento de la disposición de ánimo hacia el aprendizaje de esta ciencia, en los alumnos de Ingeniería Biomédica del Centro Universitario de Ciencias Exactas e Ingenierías de la Universidad de Guadalajara utilizando un blog educativo (Edublog) como material de apoyo extra aula. Los  resultados del estudio demos-traron que la labor compartida entre el trabajo en aula y el uso del blog educativo, influyeron de forma positiva logrando una mejora y transformación de las actitudes e intereses hacia la Química Orgánica. El Edublog representó un ambiente innovador, capaz de potencializar en los estudiantes la capacidad para relacionar los conceptos aprendidos con su contexto y realidad social. Contacto principal: [email protected]

scholarly journals Online Peer Assessment in a First Cycle University Degree – Which Challenges?

2020 ◽  
pp. 141-150
Author(s):  
Maria De Jesus C. Relvas ◽  
Maria Do Carmo Teixeira Pinto ◽  
Isolina Oliveira ◽  
Alda Pereira
Keyword(s):  
Peer Assessment ◽  
Real Life ◽  
Implementation Process ◽  
Assessment Process ◽  
Online Assessment ◽  
Digital Assessment ◽  
Assessment Tasks ◽  
Online Peer Assessment ◽  
University Degree

Authenticity and transparency constitute two essential dimensions in the digital assessment of competences. Authenticity emphasises the importance of the complexity inherent to online assessment tasks related to real life contexts and are recognised as relevant by students, teachers and potential employers. Transparency has to do with the students’ involvement in the assessment tasks, through the democratisation and knowledge of the used strategies. Self-, co- and peer assessment are powerful instruments in the transparency operationalisation. The current study presents the peer assessment (PA) implementation process in a first cycle university degree curricular unit, in online context. The study was planned according to the following purposes: (a) to identify peer assessment potentialities and constraints in first cycle university degrees; (b) to analyse the questions that are brought forward among students by the application of a scoring rubric; (c) to reflect on the obtained results, aiming at the improvement of the implementation process and its applicability to other curricular units. In this essay, the authors present and discuss the obtained results, and propose recommendations to improve the quality of the peer assessment process.

The Power of Giving Feedback: Outcomes from Implementing an Online Peer Assessment System

2014 ◽  
Vol 31 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Fred Phillips
Keyword(s):  
Peer Assessment ◽  
Individual Case ◽  
Assessment System ◽  
Financial Accounting ◽  
Writing Assignments ◽  
Quality Feedback ◽  
Course Work ◽  
Case Writing ◽  
Online Peer Assessment ◽  
Giving Feedback

ABSTRACTThis paper describes an online system that facilitates peer assessment of students' course work and then uses data from individual case writing assignments in introductory financial accounting to empirically examine associations between peer assessment and case writing performance. Through this description and empirical analysis, the paper addresses the following questions: (1) Why use peer assessment? (2) How does online peer assessment work? (3) Is student peer assessment reliable? (4) What do students think of peer assessment? (5) Does student peer assessment contribute to academic performance? Three key findings from this study are that students at the sophomore level were able to generate reasonably reliable feedback for peers, they valued the experiences involved in providing peer feedback, and giving quality feedback had a more significant and enduring impact on students' accounting case analyses than did receiving quality feedback, after controlling for differences in accounting knowledge and case writing skills.

scholarly journals Compartmental Learning versus Joint Learning in Engineering Education

Mathematics ◽  
2021 ◽  
Vol 9 (6) ◽  
pp. 662
Author(s):  
María Jesús Santos ◽  
Alejandro Medina ◽  
José Miguel Mateos Roco ◽  
Araceli Queiruga-Dios
Keyword(s):  
Engineering Students ◽  
Chemical Engineering ◽  
Linear Equations ◽  
Mathematical Software ◽  
Mathematical Concepts ◽  
Joint Learning ◽  
The University ◽  
Academic Year ◽  
Non Linear Equations ◽  
Mathematics And Physics

Sophomore students from the Chemical Engineering undergraduate Degree at the University of Salamanca are involved in a Mathematics course during the third semester and in an Engineering Thermodynamics course during the fourth one. When they participate in the latter they are already familiar with mathematical software and mathematical concepts about numerical methods, including non-linear equations, interpolation or differential equations. We have focused this study on the way engineering students learn Mathematics and Engineering Thermodynamics. As students use to learn each matter separately and do not associate Mathematics and Physics, they separate each matter into different and independent compartments. We have proposed an experience to increase the interrelationship between different subjects, to promote transversal skills, and to make the subjects closer to real work. The satisfactory results of the experience are exposed in this work. Moreover, we have analyzed the results obtained in both courses during the academic year 2018–2019. We found that there is a relation between both courses and student’s final marks do not depend on the course.

scholarly journals What Can Students’ Bibliographies Tell Us?- Evidence Based Information Skills Teaching for Engineering Students

2006 ◽  
Vol 1 (2) ◽  
pp. 12 ◽  
Author(s):  
Fei Yu ◽  
Jan Sullivan ◽  
Leith Woodall
Keyword(s):  
Web Sites ◽  
Engineering Students ◽  
Chemical Engineering ◽  
First Year ◽  
Journal Articles ◽  
First Year Students ◽  
Internet Resources ◽  
Information Skills ◽  
Upper Level ◽  
Department Faculty

Objective - This project sought to identify students’ strengths and weaknesses in locating, retrieving, and citing information in order to deliver information skills workshops more effectively. Methods - Bibliographies submitted from first-year engineering and second- and fourth-year chemical engineering students’ project reports were analysed for the number of items cited, the variety of items cited, and the correct use of citation style. The topics of the project reports were also reviewed to see the relationships between the topics and the items cited. Results - The results show that upper level students cited more items in total than did lower level students in their bibliographies. Second- and fourth-year engineering students cited more books and journal articles than first-year students cited. Web sites were used extensively by all three groups of students, and for some first-year students these were the most frequently used sources. Students from all three groups had difficulties with citation style. Conclusion - There was a clear difference in citation frequency between upper and lower level engineering students. Different strategies of information skills instruction are needed for different levels of students. Librarians and department faculty members need to include good quality Internet resources in their teaching and to change the emphasis from finding information to finding, interpreting, and citing accurately.

Sign in / Sign up

Export Citation Format

Share Document