Peer-graded individualised student homework in a single-instructor undergraduate engineering course
This article reports on the implementation of a programme of individualised, peer-graded homework assignments in a large-scale engineering course, with minimal resources. Participation in the programme allows students to receive grades for problem-solving work in a setting more conducive to learning than the traditional final examination. The homework programme was designed to support the ordinary course work and examination preparation of students along the semester, rather than an expansion of the curriculum. The implementation is carried out using a series of scripts on a local computer, for speed of deployment, portability and privacy protection. Data relevant to instructors are provided, showing that the programme integrates well within an existing grading system, at a relatively low time cost for the instructor, resulting in a relatively large enhancement in the students’ learning experience.
Anderson, L. W., et al., (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives, Abridged edn, Addison-Wesley, Longman, Boston, MA. ISBN: 080131903X.
Badge, J. L., Saunders, N. F. & Cann, A. J. (2012) ‘Beyond marks: new tools to visualise student engagement via social networks’, Research in Learning Technology, vol. 20, doi: 10.3402/rlt.v20i0/16283
Barkley, E. F. (2009) Student Engagement Techniques. A Handbook for College Faculty. John Wiley & Sons, San Francisco. ISBN: 978-0470281918.
Bhalerao, A. & Ward, A. (2001) ‘Towards electronically assisted peer assessment: a case study’, ALT-J Research in Learning Technology, vol. 9, no. 1, pp. 26–37. doi: 10.1080/09687760108656773
Brita-Paja, J. L., et al., (2019) ‘Introducing MOOC-like methodologies in a face-to-face undergraduate course: a detailed case study’, Interactive Learning Environments, vol. 27, no. 1, pp. 15–32. doi: 10.1080/10494820.2018.1451345
Cheville, A. & Bunting, C. (2011) ‘Engineering Students for the 21st Century: student development through the curriculum’, Advances in Engineering Education, vol. 2, no. 4, pp. 1–37.
Cleynen, O. (2019) Fluid Dynamics for Engineers, Under CC-by-sa license, [online] Available at: https://fluidmech.ninja/
Cleynen, O. & Santa-Maria, G. (2019) Git repository: peer-graded student exercises, Under GPLv3 license, [online] Available at: https://framagit.org/olivier/peergrading
Duret, D., et al., (2018) ‘Collaborative learning with PeerWise’, Research in Learning Technology, vol. 26, pp. 1979–1992. doi: 10.25304/rlt.v26.1979
Gehringer, E. F. (2000) ‘Strategies and mechanisms for electronic peer review’, Proceedings of the 30th Annual Frontiers in Education Conference, Vol. 1. IEEE, F1B-2–7, Kansas City, USA.
Gibbs, G. & Simpson, C. (2005) ‘Conditions under which assessment supports students’ learning’, Learning and Teaching in Higher Education, vol. 1, pp. 3–31.
Gielen, S. (2007) Peer assessment as a tool for learning, PhD Thesis, KU Leuven.
Hepplestone, S., et al., (2011) ‘Using technology to encourage student engagement with feedback: a literature review’, Research in Learning Technology, vol. 19, no. 2, pp. 117–127. doi: 10.3402/rlt.v19i2.10347
Kyritsi, K. H., et al., (2019) ‘The pursuit of patterns in educational data mining as a threat to student privacy’, Journal of Interactive Media in Education, vol. 1, no. 2, pp. 1–10. doi: 10.5334/jime.502
Magdowski, M. (2018) ‘Personalisierbare Aufgaben und anonymer Peer-Review’, German, in Hochschule digital.innovativ — #digiPH Tagungsband zur 1. Online-Tagung, eds M. Miglbauer, L. Kieberl & S. Schmid, Verein Forum neue Medien in der Lehre, Graz, Austria, pp. 327–340, ISBN: 9783748120056. Available at: https://www.fnma.at/content/download/1529/5759
Magdowski, M. (2019a) ‘Personalisierbare Aufgaben und anonymer Peer Review mit Erklärvideos als Einreichung (submitted)’, German, in Pearson Higher Education Summit: Digital agil – Impulse f¨ur eine moderne Hochschullehre.
Magdowski, M. (2019b) ‘Personalisierte Aufgaben und passende Musterlösungen zu den Grundlagen der Elektrotechnik automatisiert mit LaTeX, PGFPlots und Circuitikz erstellen (submitted)’, German, in Die TeXnische Komödie.
Mayhew, E. (2018) ‘Implementing electronic management of assessment: four key barriers faced by higher education providers moving to online submission and feedback’, Research in Learning Technology, vol. 26. doi: 10.25304/rlt.v26.2083
Mirriahi, N., Alonzo, D. & Fox, B. (2015) ‘A blended learning framework for curriculum design and professional development’, Research in Learning Technology, vol. 23. doi: 10.3402/rlt.v23.28451
Pope, N. (2001) ‘An examination of the use of peer rating for formative assessment in the context of the theory of consumption values’, Assessment & Evaluation in Higher Education, vol. 26, no. 3, pp. 235–246. doi: 10.1080/02602930120052396
Schrlau, M. G., Stevens, R. J. & Schley, S. (2016) ‘Flipping core courses in the undergraduate mechanical engineering curriculum: heat transfer’, Advances in Engineering Education, vol. 5, no. 3, pp. 1–27.
Zare, R. N., et al., (2017) ‘Implementation of peer-reviewed homework assignments’, Journal of College Science Teaching, vol. 46, no. 3, pp. 40–46. doi: 10.2505/4/jcst17_046_03_40
This work is licensed under a Creative Commons Attribution 4.0 International License.Authors contributing to Research in Learning Technology retain the copyright of their article and at the same time agree to publish their articles under the terms of the Creative Commons CC-BY 4.0 License (http://creativecommons.org/licenses/by/4.0/) allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that you indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.