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The Role of Peers in the Assessment of Students’ CDIO Skills Ivan D’haese Johan D’heer

The Role of Peers in the Assessment of Students’ CDIO Skills Ivan D’haese Johan D’heer University College Ghent, Belgium. Outline. Challenges Peer and self assessment Assessment criteria Online tool Students’ and teachers’ perception Guidelines for practitioners

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The Role of Peers in the Assessment of Students’ CDIO Skills Ivan D’haese Johan D’heer

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  1. The Role of Peers in the Assessment of Students’ CDIO Skills Ivan D’haese Johan D’heer University College Ghent, Belgium 5th International CDIO Conference Singapore, June 7 - 10, 2009

  2. Outline • Challenges • Peer and self assessment • Assessment criteria • Online tool • Students’ and teachers’ perception • Guidelines for practitioners • Overall conclusion 5th International CDIO Conference Singapore, June 7 - 10, 2009

  3. Challenges • Group work (e.g. first-year design-implementexperiences, capstoneprojects, …) • How to differentiategroup marks? • How to develop evaluation skills in students? • How to develop self-evaluation skills? • Selection of user friendly method and tool • Opinions of students and teachers/coaches on selected assessment tools 5th International CDIO Conference Singapore, June 7 - 10, 2009

  4. Peer assessement and self assessment Peer assessment: Each member of a team evaluates the other team members according to fixed criteria Self assessment: Each member of a team evaluates his/her self according to the same criteria 5th International CDIO Conference Singapore, June 7 - 10, 2009

  5. Assessment Criteria 5th International CDIO Conference Singapore, June 7 - 10, 2009

  6. Online tool (1) 5th International CDIO Conference Singapore, June 7 - 10, 2009 6

  7. Online tool (2) 5th International CDIO Conference Singapore, June 7 - 10, 2009

  8. Online tool (3) 5th International CDIO Conference Singapore, June 7 - 10, 2009

  9. Online tool (4) 5th International CDIO Conference Singapore, June 7 - 10, 2009

  10. Online tool: strenghts • Free choice of evaluation criteria • Adjustable scale • Start and end date of peer assessment • Anytime anywhere • Immediate availability of results • Online feedback 5th International CDIO Conference Singapore, June 7 - 10, 2009

  11. Students’ and teachers’ perception (1) According to literature: valuable and widely accepted method Confirmation from our students and teachers? Questionnaire: 5-point Likert type scale (complete agreement – complete disagreement) Students: n = 211 Teachers/coaches: n = 9 5th International CDIO Conference Singapore, June 7 - 10, 2009

  12. Students’ and teachers’ perception (2) • Questionnaire • Peer assessment helps clarifying assessment criteria • Peer assessment offers students a wider range of feedback • Peer assessment encourages students to critically analyse work done by others • Feedback via peer assessment is as useful as assessment and feedback by teachers • Peer assessment more closely parallels possible career situations where judgement is made by a group • Peer assessment enables students to learn from each other • Peer assessment reduces the marking load on teachers 5th International CDIO Conference Singapore, June 7 - 10, 2009

  13. Students’ and teachers’ perception (3) • Additional workload from peer assessment is worth the effort • Students may not take it seriously, allowing friendships to influence their marking in peer assessment • Fellow students can assess each other honestly and correctly • Students may lack the skills to evaluate each other • Students may not like peer assessment because of the group pressure when giving marks 5th International CDIO Conference Singapore, June 7 - 10, 2009

  14. Students’ and teachers’ perception (4) • Student and coaches: • peer assessment is an authentic evaluation method, closely paralleling a possible career situation • peer assessment encourages students to critically analyse work done by others. • friendship marking might influence the peer assessment • peer assessment offers a wider range of feedback, i.e. more people and more criteria are involved in the marking compared to more traditional evaluation methods. 5th International CDIO Conference Singapore, June 7 - 10, 2009

  15. Students’ and teachers’ perception (5) • Students: • peer assessment helpful for clarifying assessment criteria • peer assessment can be a way to learn from each other • Coaches: • students have the necessary skills to evaluate each other • peer assessment is certainly a way for students to learn from each other 5th International CDIO Conference Singapore, June 7 - 10, 2009

  16. Guidelines for practitioners (1) • Combine peer assessment with self assessment • Allow for adjusting scores by teachers/coaches (co-assessment) • Determine assessment criteria jointly with staff and students • Organise a try-out with your students • Allow for negative markings • Ensure anonymity, especially when summative 5th International CDIO Conference Singapore, June 7 - 10, 2009

  17. Guidelines for practitioners (2) • Students should be able to justify their marks • Explain purpose and benefits • Avoid paper based forms of peer assessment 5th International CDIO Conference Singapore, June 7 - 10, 2009

  18. Overall conclusion • Coaches and students have a positive attitude towards peer assessment • Peer assessment adds a new dimension to the overall evaluation process by allowing for “process” evaluation through marking personal and interpersonal skills 5th International CDIO Conference Singapore, June 7 - 10, 2009

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