Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
The collaborative nature of the engineering discipline is often translated to the classroom via group project work. Engineering course projects often share characteristics such as a long duration (8 or more weeks), several project milestones, often aligned to written deliverables submitted for grading, and multiple students per team, typically between 3-8 students. This project developed an innovative framework to enable maximizing the benefits of peer review on student writing to group-written documents. The framework includes: method to create review teams of students who review documents written by project teams; a process for facilitating the review process in class to balance individual insights with group-developed priorities for revision; and a feedback device to continuously improve the peer review process. The framework has been implemented in junior and senior level courses, including in senior engineering capstone courses, and has resulted in improved project reports, deeper ability for students to critically assess peer work, and, most significantly, overall improved project outcomes.
Miller, L., & Emery, D. (2018, June), A Framework for Collaborative Peer Review for Group-written Documents Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/29680
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2018 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015