Abstract
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.
| Original language | American English |
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| State | Published - Mar 4 2016 |