June 24, 2017
June 24, 2017
June 28, 2017
Design in Engineering Education
A peer grading method is developed and integrated into a graduate-level engineering product design course. The objective of the peer grading process is to improve the students' design skillset. Students form teams to work on a design project throughout the course, applying the methods discussed in class to their specific project. Each team submits a project report in phases throughout the semester. The first two phases of the report are peer graded by themselves and two other teams in the class. Teams also grade their graders to ensure accountability and increase grading fairness and high feedback quality. To eliminate potential bias, the entire grading process is blind. Any identifying information in the reports is removed prior to peer grading and a confidential labeling system is integrated for instructor use only. The teams provide cardinal and ordinal grades for each report. To guide the grading process, students are provided with a grading rubric and a detailed report outline which informs students of required report elements. Anonymous peer evaluation of each team member within each group is also required. Thirty-two students complete a survey regarding the peer grading experience at the end of the semester. The survey provides results that qualitatively measure the efficacy of the peer grading method. Qualitative analysis of the survey responses indicate the peer grading method successfully reinforces and improves understanding of engineering design concepts. Proposals for revision and improvement of the peer grading method based on the survey results are also discussed and remain as future work.
Morris, E., & McAdams, D. A. (2017, June), Integration and Evaluation of Peer Grading in a Graduate-level Engineering Design Course Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28563
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