June 24, 2007
June 24, 2007
June 27, 2007
12.156.1 - 12.156.15
A Web-based Tool for Implementing Peer-Review 1.0 Introduction
Over the last several years, engineering education has been in the process of reinventing itself. This unprecedented change is but a part of reform-driven shifts in teaching goals, pedagogical methods, and course content taking place across the nation at all levels of instruction. One facet of this change in engineering education has been a renewed emphasis on student teams and on student-provided formative feedback within an assessment process anchored in learning outcomes.
The authors report on the integration of Calibrated Peer Review™ (CPR™) – a web-delivered student feedback tool – used in three courses at Rose-Hulman Institute of Technology. Since academic year 2002, the authors have developed course activities that highlight writing and peer evaluation as central components of
• RH131 (Rhetoric and Composition): An introductory composition course required of all students at this college of engineering. • ECE 361 (Engineering Practice): A sophomore-level course covering project design specifications, team roles, effective conduct of team meetings, written and oral communication skills, ethics and professionalism, completion of team project(s). • ECE 362 (Principles of Design): A junior-level course covering conceptual design, scheduling, project management, business plan, market survey, and budgeting that culminates in a written proposal and oral presentation requesting funds for development of a product.
We report on the results of our using this method of giving student-generated feedback, which has been successfully used by hundreds of engineering students over the course of several years at RHIT. The paper and the poster examine CPR™’s approach to implementing peer review and how these methods measure up to generalized expectations for computer-mediated collaborative assessment.
2.0 Peer Review, Outcomes Assessment, and Formative Feedback
Reform-driven engineering education incorporates various types of collaborative learning experiences. Such pedagogy yields a number of gains for modern engineering education. Peer review is an especially fruitful technique, whose instructional outcomes should:
• Enhance students’ meta-cognitive abilities in a complex process by fostering, higher- order activities, such as those represented by the upper levels of Bloom’s Taxonomy  • Encourage students to move toward mature, professional behaviors, such as the progression outlined by the Perry Model . Within this framework, the student progressively moves from depending on external, “teacher-centered” authority to a more self-assured ability to reconcile multiple perspectives, to tolerate ambiguity, and to reflect on the process itself (meta-cognition).
Carlson, P., & Berry, F. (2007, June), A Web Based Tool For Implementing Peer Review Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. https://peer.asee.org/2822
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