2016 Conference Archive (Archived)
Can Students Peer-Assess Project Presentations Effectively?
Session Format
Presentation Session (20 minutes)
Session Format
Presentation Session (45 minutes)
Target Audience
K12 Educators
Copyright
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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/
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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.
