Evaluating Student Achievement in Collaborative Groups in Undergraduate Engineering Through Peer Assessment Models

本研究旨在归纳与综合教育与工程期刊上有关本科工程课程同侪评量与学生合作学习过程的出版物。该项目是由ABET（工程和技术认证委员会）的要求，本科工程师从事合作学习的经验和实践审查对方的工作刺激。本项目借鉴已发表的关于同侪评估方法影响的研究成果，将教育心理学、教育测量、学习设计和工程教育的观点融合到文献综述和综合中。在工程课堂上实施同伴互评是形成性的而不是终结性的评价，因此有可能改善学生的学习过程。

This project is summarizing and synthesizing publications in education and engineering journals about peer assessment and student collaborative learning processes in undergraduate engineering courses. The project is stimulated by the requirements of ABET (The Accreditation Board for Engineering and Technology) that undergraduate engineers engage in cooperative learning experiences and practice reviewing each other's work. Drawing on published research on the influence of peer assessment methods, this project is blending the perspectives of educational psychology, educational measurement, learning design, and engineering education into a review and synthesis of that literature. The practice of peer assessment in engineering classrooms is formative rather than summative assessment, and thus has the potential to improve the learning process of students.