Asee peer logo

Peer Assessment Methodologies For A Laboratory Based Course

Download Paper |


2006 Annual Conference & Exposition


Chicago, Illinois

Publication Date

June 18, 2006

Start Date

June 18, 2006

End Date

June 21, 2006



Conference Session

Embedded Computing

Tagged Division

Computers in Education

Page Count


Page Numbers

11.987.1 - 11.987.10



Permanent URL

Download Count


Request a correction

Paper Authors

author page

Rathika Rajaravivarma Central CT State University

Download Paper |

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Peer Assessment Methodologies for a Laboratory-Based Course


Advances in technology and the explosive growth of the Internet have called for new ways of learning environment. The content delivery is no longer the passive approach of lecture emanating from the teacher to the student. It is imperative that computer networking courses taught at the undergraduate level contain adequate hands-on implementation based projects and experiments in order to better train students. The computing curricula 2001 (CC2001) emphasizes this by stating that “students must ‘do science’ not just ‘read about science’”. The CC2001 also lays out the importance of working in teams and encourages the computer science programs to provide such opportunities early in the curriculum. The hardest part of the team-based projects is to find a procedure to evaluate the students individually when the outcome is a net result of the group work. In this paper we discuss the methodology that was used in assessing team- based projects for a computer networks course and report the feedback from students on the effectiveness of this approach.


Computer networking is an area that has grown dramatically in the recent years and has been fueled by the Internet age. As a result computer communications has become a critical part of the global infrastructure. In Academia, a course in computer networks is widely taught as part of various Computer Science and Computer Engineering undergraduate and graduate curricula, as either an elective or a required course. The need for networking expertise with hands-on experience is addressed by the computing curricula 2001 (CC2001) 1, developed by the Joint IEEE Computer Society/ACM Task Force, that a net-centric computing is included as a key area in the Computer Science body of knowledge and that all programs include networking topics. The networking field has grown so vast and continues to mature that creative ways of introducing the content and engaging the students are needed to enhance the learning experience.

The traditional formal mode of lecture is thus no longer fulfilling the needs of teaching techniques. Innovative teaching methods, lab materials, and technologies that appeal students with a broad range of learning styles and background are needed 2. The pedagogy is changing to a more hands-on approach in a number of computer science courses. In recent years active learning strategies has received a lot of attention in implementing effective teaching techniques. Students tend to be more involved and motivated when they can see and feel the concepts they learn in class. They also seem to remember the cause and effects of the hands-on experiences longer than

Rajaravivarma, R. (2006, June), Peer Assessment Methodologies For A Laboratory Based Course Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--810

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: © 2006 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