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Case study on peer assessment performed by engineering first year students

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Case study on peer assessment performed by engineering first year students

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dc.contributor.author Meseguer Dueñas, José María es_ES
dc.contributor.author Bernal-Perez, Soledad es_ES
dc.contributor.author Sabater i Serra, Roser es_ES
dc.contributor.author Martínez Sala, Rosa María es_ES
dc.contributor.author Gámiz-González, M.A. es_ES
dc.contributor.author Quiles Casado, Susana De La Salud es_ES
dc.contributor.author García-Sánchez, Tania María es_ES
dc.contributor.author Riera Guasp, Jaime es_ES
dc.contributor.author Molina Mateo, José es_ES
dc.contributor.author Serrano, María-Antonia es_ES
dc.contributor.author Bonet-Jara, Jorge es_ES
dc.contributor.author Donderis Quiles, Vicente es_ES
dc.contributor.author Vidaurre, Ana es_ES
dc.contributor.author Tort-Ausina, Isabel es_ES
dc.date.accessioned 2022-02-10T08:43:11Z
dc.date.available 2022-02-10T08:43:11Z
dc.date.issued 2019-11-13 es_ES
dc.identifier.isbn 978-84-09-14755-7 es_ES
dc.identifier.issn 2340-1095 es_ES
dc.identifier.uri http://hdl.handle.net/10251/180705
dc.description.abstract [EN] This paper presents a qualitative study on the evaluation work performed by students of two courses, Physics and Electricity, included in the first year of Electronic and Automatic Engineering Degree (School of Design Engineering) at the Universitat Politècnica de València. The teaching methodologies used include continuous and formative assessment. The activity analyzed, based on peer assessment, consists of a problem to be solved by students. The solution is reflected in a document to be evaluated by other students and instructors. In order to guide students in the evaluation process, a rubric was provided, which includes aspects to consider related to the assessment to be performed. In addition, effective communication transversal competence was assessed. Both tasks, problem resolution and evaluation, were performed in teams. Each team was made up of six members. The teams were the same in the two courses since they are consecutive, taught in first and second semester (one academic year). Each team had to solve six problems and evaluate six resolutions (from other teams) throughout both courses, without repeating the evaluated team (144 evaluations were analysed). The study has been developed in three parts; in the first one, it is analysed how the evaluation work of the teams evolved throughout the academic year. In the second part, the evaluations carried out by two different teams on the same problem resolution were compared, and finally, in the last part, the assessment made by students was compared with the one made by experienced instructors, both using the same rubric for the assessment. The results of the study show that students carry out thoughtful and rigorous assessment work. It was also found that evaluations of the same work carried out by different teams resulted in very close ratings, which supported the credibility of the evaluations. Therefore, we can conclude that methodologies based on peer assessment encourage the active participation of students and enhance their learning. es_ES
dc.description.sponsorship This work has been supported by the Universitat Politècnica de València through the Project of Innovation and Educational Improvement Program (Projects PIME/2018/B26 and PIME/2018/B25 Convocatoria de Proyectos de Innovación y Convergencia). es_ES
dc.language Inglés es_ES
dc.publisher IATED es_ES
dc.relation.ispartof Proceedings of the 12th International Conference of Education, Research and Innovation es_ES
dc.rights Reserva de todos los derechos es_ES
dc.subject Peer evaluation es_ES
dc.subject Rubric es_ES
dc.subject Teamwork es_ES
dc.subject Active learning es_ES
dc.subject.classification FISICA APLICADA es_ES
dc.subject.classification INGENIERIA ELECTRICA es_ES
dc.subject.classification TERMODINAMICA APLICADA (UPV) es_ES
dc.title Case study on peer assessment performed by engineering first year students es_ES
dc.type Comunicación en congreso es_ES
dc.type Artículo es_ES
dc.type Capítulo de libro es_ES
dc.identifier.doi 10.21125/iceri.2019.1522 es_ES
dc.relation.projectID info:eu-repo/grantAgreement/UPV//PIME%2F2018%2FB26/ es_ES
dc.relation.projectID info:eu-repo/grantAgreement/UPV//PIME%2F2018%2FB25//Proyectos de Innovación y Mejora Educativa (PIME)/ es_ES
dc.rights.accessRights Abierto es_ES
dc.contributor.affiliation Universitat Politècnica de València. Departamento de Ingeniería Eléctrica - Departament d'Enginyeria Elèctrica es_ES
dc.contributor.affiliation Universitat Politècnica de València. Departamento de Física Aplicada - Departament de Física Aplicada es_ES
dc.description.bibliographicCitation Meseguer Dueñas, JM.; Bernal-Perez, S.; Sabater I Serra, R.; Martínez Sala, RM.; Gámiz-González, M.; Quiles Casado, SDLS.; García-Sánchez, TM.... (2019). Case study on peer assessment performed by engineering first year students. IATED. 6306-6314. https://doi.org/10.21125/iceri.2019.1522 es_ES
dc.description.accrualMethod S es_ES
dc.relation.conferencename 12th International Conference of Education, Research and Innovation (ICERI 2019) es_ES
dc.relation.conferencedate Noviembre 12-13,2019 es_ES
dc.relation.conferenceplace Sevilla, España es_ES
dc.relation.publisherversion https://doi.org/10.21125/iceri.2019.1522 es_ES
dc.description.upvformatpinicio 6306 es_ES
dc.description.upvformatpfin 6314 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.relation.pasarela S\400587 es_ES
dc.contributor.funder Universitat Politècnica de València es_ES


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