Conference Paper

Peer evaluation and Peer review to support PBL teamwork

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Abstract

� Abstract— In a Problem-Based Learning (PBL) curriculum in engineering, students work together as a project team. By doing that they have the opportunity to exercise teamwork competencies, like project management and communication skills while studying various engineering topics. In this process feedback is essential in order to stimulate the students. However, the lecturers do not witness all the interactions in the group and also it takes a lot of time to give extensive feedback. Peer review and Peer evaluation method enable teachers to assess teamwork competencies more completely and more time efficient. An extra benefit is that the students learn to take responsibility for assessing the value of contributions to the team efforts. Based on a research project at TU Delft in the Netherlands, this paper will present a variety of Peer evaluation and Peer review instruments and discuss their potential in supporting the PBL group process.

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... Table III shows an overview of the general-purpose of the studies. Among these, three main concerns are related to the classic challenges of PBL: approaches to implementation of the method, through models, methodologies and frameworks [PS17], [PS23], [PS49], [PS57], [PS65]; assessment models, the most part focused on student assessment in several aspects, technical (student performance, grades) and personal (motivation, engagement, self-initiative, learning reflections) [PS21], [PS27], [PS43], [PS56], [PS73], [PS78], [PS85], [PS102]; and the use of virtual environments and tools to facilitate the PBL adoption [PS3]- [PS5], [PS19], [PS33], [PS42], [PS67], [PS83]. Regarding the proposals to implement the PBL method, it can be observed that in the first 5 years there were no studies with this objective. ...
... In general, these processes were proposed in the format of PBL structures and methodologies [PS23], [PS35], [PS47], [PS49], [PS57], [PS100], or even teaching strategies combined with active learning practices such as flipped classroom [PS93], learning by teaching [PS58], peer learning [PS27], and gamification, as [PS81] points out: "we report a case study on the use of gamification as a motivating agent in the teachinglearning process of the agile Scrum methodology of software development combined with PBL." ...
Article
Contribution: This article adds to the results of previous systematic mapping study by addressing a more ample context of problem-based learning (PBL) in computing education. Background: PBL is defined as an instructional method of constructivist teaching that uses real problems as a motivating element for learning. Although PBL was born in medical education, it has been used in computing education to facilitate the students' engagement and learning capacity, contributing to developing skills, such as teamwork, holistic vision, critical thinking, and solving problem. Considering that approach much more descriptive than prescriptive, it favors the implementation of diverse methodologies on its behalf.
... To understand the progress achieved over the course of the project, one undergraduate student member from each group was given a questionnaire to provide insight into their own personal development [30]. This questionnaire serves as a selfevaluation into each student's personal growth, by helping students assess each of their strong points as well as what skills have improved [31]. For the questionnaire, students were asked to rank their technical and soft skill levels (0 through 5). ...
Conference Paper
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This paper presents an educational perspective into the Puerto Rico CubeSat Project and its objective in preparing undergraduate students into graduate level studies in the field of aerospace engineering. The Puerto Rico CubeSat is a joint effort between the NASA Puerto Rico Space Grant, the University of Puerto Rico-Mayagüez, and other educational entities which promotes space science education. Among its many initiatives lies the Puerto Rico CubeSat project. CubeSats are miniature satellite originally designed for space science exploration. CubeSats are cube shaped micro scaled satellites of low mass and size targeted to perform a wide range of tasks, such as imaging, weather monitoring, gathering information collecting and transmitting data. Each group specializes in a specific engineering field: power, electronics, controls communications, electromagnetics and computing tasked with developing each components of the CubeSat. A project methodology was established and applied to the development of each subsystem of the CubeSat. This methodology consists of a combination of Hands on Learning (HOL) and Project Based Learning (PBL) approaches to help students acquire the necessary skills to succeed in a graduate level environment. The expected impact was not only to encourage and train undergraduate students into a graduate environment, but to develop a teaching platform that can be adapted by other institutions.
Conference Paper
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Teamwork is an important aspect to the engineering profession. Therefore, students in engineering must learn teamwork competencies, like project management and communication skills as part of their training. In many engineering curricula at least part of the learning process is organized in the format of projects. Starting of with authentic problems, students collaborate as a small team engineers in real life. Different from the real world, in the educational setting the main purpose of this activity is not to solve the problem at hand, but rather to trigger a learning process. Feedback is essential to keep the students focused on this target. A problem for the teacher as a facilitator is that he/she does not have access to all relevant information. In most cases the teacher is not present at all sessions of the group and it takes a lot of time to read all intermediate reports and logbooks. Peer Assessment and peer review are methods teachers can apply to ease this burden. Presently there are numerous software applications available allowing the teacher to engage students in reviewing each other's products and to assess the value of each other's contributions. The use of these instruments has become increasingly popular in particular in the context of problem based and project organized learning. Peer evaluations allow faculty to differentiate in individual grading of group work and prevent free-riders. This paper highlights the development of a peer evaluation instrument at TU Delft, which is part of a project sponsored by the Dutch National foundation SURF.
Article
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Group learning tasks are now ubiquitous in formal university education, but assessment processes for large classes have too often counteracted the benefits of peer learning. These benefits have been identified in the educational literature in vital areas of graduate attribute development, but there is a fundamental problem when the assessment of group work disregards the quality and level of individual contributions. This paper briefly outlines examples of paper-based self and peer assessment systems used to address this problem for large classes and lists possible reasons for their failure. Examples of the implementation of an online system are described and comparisons from two faculties drawn from student comments and online data. The authors conclude that there are crucial advantages of this online approach that resulted in evidence of attribute development and a responsible approach by students to the self and peer assessment process.
The assessment of study results in a problem-based curriculum
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Online learning environments with group-based assessment: evidence of significant benefits from the integration of webbased projects with self and peer assessment in a visual communication undergraduate degree program
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Thompson, D., Online learning environments with group-based assessment: evidence of significant benefits from the integration of webbased projects with self and peer assessment in a visual communication undergraduate degree program. Paper presented at CLTAD Conference London, April 10-12 2002: Enhancing the curricula: exploring effective curricula practices in art, design and communication in Higher Education, 2002.