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

通过同行评估模型评估本科工程合作小组中学生的成绩

• 批准号: 0206820
• 负责人: Sheri Sheppard
• 金额: $ 17万
• 依托单位: Stanford University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-07-15 至 2004-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0206820&HistoricalAwards=false
• 关键词: Evaluating; Student; Achievement; Collaborative; Groups

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.

该项目总结和综合了教育和工程期刊上有关本科工程课程中的同行评估和学生协作学习过程的出版物。该项目是受到 ABET（工程与技术认证委员会）的要求的推动，即本科生工程师必须参与合作学习经验并练习审查彼此的工作。该项目借鉴已发表的关于同伴评估方法影响的研究，将教育心理学、教育测量、学习设计和工程教育的观点融入到对这些文献的回顾和综合中。工程课堂中的同伴评估实践是形成性评估而不是终结性评估，因此有可能改善学生的学习过程。