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

该项目正在总结和综合教育和工程期刊上发表的关于工科本科课程的同行评估和学生协作学习过程的出版物。该项目受到工程与技术认证委员会(ABET)的要求，即本科生工程师参与合作学习体验并练习审查彼此的工作。借鉴已发表的关于同行评估方法影响的研究，该项目将教育心理学、教育测量、学习设计和工程教育的视角融合到对这些文献的回顾和综合中。在工科课堂上实行同伴评价是形成性的，而不是终结性的，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.