Posts tagged assessment

The Use of Digital Peer Assessment in Higher Education: An Umbrella Review of Literature

Article written by G. van Helden, V. van der Werf, G. Saunders-Smits, M.M. Specht and published in the Journal IEEE Access.

Abstract

Increasing student numbers in higher education, particularly in engineering and computer science, make it difficult for motivated lecturers to continue engaging in active teaching methods such as Flipped Classrooms and Work-Based Learning. In these settings, digital Peer Assessment can be one approach to provide effective and scalable feedback. In Peer Assessment, students assess each other’s performance whilst gaining useful reflection and judgment skills at the same time. This umbrella review of 14 review papers on the use of (digital) Peer Assessment in education provides a comprehensive overview of design choices and their consequences open to educational practitioners wishing to implement digital Peer Assessment in their courses, the type of tooling available and the possible effects of these choices on the learning outcomes as well as potential pitfalls and challenges when implementing Peer Assessment. The paper will inform and assist educators in finding or developing a tool that fits their needs.

Keywords

Digital education, educational technology, engineering education, peer assessment

Reference

van Helden, G., van der Werf, V., Saunders-Smits, G., & Specht, M. M. (2023). THE USE OF DIGITAL PEER ASSESSMENT IN HIGHER EDUCATION: AN UMBRELLA REVIEW OF LITERATURE. IEEE Access, 11, 22948-22960. https://doi.org/10.1109/ACCESS.2023.3252914

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License

This is an Open Access article, distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives licence (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is unaltered and is properly cited. The written permission of IEEE Access must be obtained for commercial re-use or in order to create a derivative work.

Push or Pull Students into Blended Education: a Case Study at Delft University of Technology

Paper is published in the International Journal of Engineering Education (ISSN 0949-149X) Volume 32 Number 5(A).

Abstract

Blended education, or ‘‘flipping the classroom’’ is rapidly becoming a mainstream form of teaching within universities. Within Engineering Education, it is popular as it allows more time in-class to focus on hands on activities such as demonstrations and solving complex problems. This paper discusses the effort conducted to re-structure, according to the blended learning principles, the ‘‘Propulsion and Power’’ course of the Aerospace Engineering Bachelor degree programme at Delft University of Technology (TU Delft). The redesigned course was supported by a dedicated online & blended education unit within the university, and is characterized by a very peculiar structure due to the different approach chosen by the two involved lecturers. The first lecturer decided to ‘‘pull’’ the students, by proposing a number of additional videos available in the World Wide Web as a support and complement to the material taught in class. Conversely, the second lecturer opted for a ‘‘push’’ approach, self-recording theory videos to be watched by the students at home and devoting the in-class hours to exercises and applications of the theory. This format resulted in a clear improvement of the average exam grades and pass rates. The student feedback showed enthusiasm about the new blended course, with only a very small minority still preferring the previous, more traditional approach. Although there seems to be a slight preference of students towards the ‘‘push’’ strategy, the ‘‘pull’’ approach has also been widely appreciated.
However, the objective to re-attract students to the contact hours in class was only partially achieved, since just a slight improvement in the number of attending students was observed. This paper clearly shows that the efforts to implement a blended teaching strategy has great benefits for both students and staff alike.

Keywords

blended learning; online education; student engagement; electronic assessment; aerospace engineering

Reference

Cervone, A., Melkert, J.A., Mebus, L.F.M., Saunders-Smits, G.N. (2016). Push or Pull Students into Blended Education. A Case Study at Delft University of Technology. In International Journal of Engineering Education. Volume 32 Number 5A. ISSN 0949-149X (page 1911-1921)

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