Jones, T. R. (2020, June), WIP: Development of a Mobile Application That Supports Less-obtrusive Peer Assessment in K-12 Engineering Education Using an Engineering Epistemic Frame  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35532

\bibitem{asee_peer_35532}
  Jones, T. R. (2020, June), \emph{WIP: Development of a Mobile Application That Supports Less-obtrusive Peer Assessment in K-12 Engineering Education Using an Engineering Epistemic Frame}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--35532

Tamecia R. Jones.  "WIP: Development of a Mobile Application That Supports Less-obtrusive Peer Assessment in K-12 Engineering Education Using an Engineering Epistemic Frame".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/35532 Internet.  03 Jan, 2025

\bibitem{asee_peer_35532}
  Tamecia R. Jones.
  "WIP: Development of a Mobile Application That Supports Less-obtrusive Peer Assessment in K-12 Engineering Education Using an Engineering Epistemic Frame".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/35532 Internet.  03 Jan, 2025

@INPROCEEDINGS{asee_peer_35532
author = "Tamecia R. Jones"
title = "WIP: Development of a Mobile Application That Supports Less-obtrusive Peer Assessment in K-12 Engineering Education Using an Engineering Epistemic Frame"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/35532}
number = {10.18260/1-2--35532}
}

TY  - CPAPER
AB  - 	With social media and technologyused so prolifically by kids at younger ages, and their patterns of behavior where they like to record everything or see themselves on screen and in videos with tools such as SnapChat, Instagram, Vine, there are untapped data sources that don’t require formal data collection.  Interactions between students are captured all the time, but less often for assessment purposes.  This project describes the development of a tool that can be used in formal and informal spaces which capitalizes on behaviors students already do to capture data that might otherwise be overlooked in engineering K-12 environments.  Students record themselves (or others) during class presentations or studio critiques and assess each other after having been trained to identify elements of a K-12 engineering epistemic frame. 
AU  - Tamecia R. Jones
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - WIP: Development of a Mobile Application That Supports Less-obtrusive Peer Assessment in K-12 Engineering Education Using an Engineering Epistemic Frame
UR  - https://peer.asee.org/35532
DO  - 10.18260/1-2--35532
ER  -