Can Students Peer-Assess Project Presentations Effectively?
Session Format
Presentation Session (20 minutes)
Session Format
Presentation Session (45 minutes)
Target Audience
K12 Educators
Location
Room 1601
Abstract for the conference program
In this study, we analyzed the effectiveness of undergraduate electrical engineering students’ peer-assessing project presentations. The goal of this analysis is to determine whether students can effectively conduct peer-assessments using rubrics and what can be done to improve the integrity of their assessment. This analysis was quantitatively verified by assessing the performance of over 70 students in 2 different courses. We statistically analyzed students' assessment results in these courses to conclude that students will on average overrate their peers’ presentations. In addition, we also concluded that a simplified rubric will result in smaller difference between the students’ and instructor assessment results compared to a detailed rubric. This indicates that integrating peer-assessment in the education process will give the students ownership of it and help them develop their judgment skills. However, to be successful a cognitive apprenticeship model in grounding students’ on how to effectively assess should be also used.
Proposal Track
Research Project
Proposal Track
T1: Teaching and Learning in the STEM Field
Start Date
3-4-2016 10:55 AM
End Date
3-4-2016 11:15 AM
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
source:http://digitalcommons.georgiasouthern.edu/stem/2016/2016/58/
Can Students Peer-Assess Project Presentations Effectively?
Room 1601
In this study, we analyzed the effectiveness of undergraduate electrical engineering students’ peer-assessing project presentations. The goal of this analysis is to determine whether students can effectively conduct peer-assessments using rubrics and what can be done to improve the integrity of their assessment. This analysis was quantitatively verified by assessing the performance of over 70 students in 2 different courses. We statistically analyzed students' assessment results in these courses to conclude that students will on average overrate their peers’ presentations. In addition, we also concluded that a simplified rubric will result in smaller difference between the students’ and instructor assessment results compared to a detailed rubric. This indicates that integrating peer-assessment in the education process will give the students ownership of it and help them develop their judgment skills. However, to be successful a cognitive apprenticeship model in grounding students’ on how to effectively assess should be also used.
