Peer Assessment among Students in a Problem-Based Learning Format Conclusions
المؤلف:
Steve Frankland
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P152-C14
2025-06-28
592
Peer Assessment among Students in a Problem-Based Learning Format Conclusions
The complete case study takes around six hours to complete and is used for two separate sessions of 3 hours per session. In total, about 180 postgraduate students in around 40 groups in five separate classes have participated over a period of five years. These have ranged from classes where the number of groups was four up to classes where the number of groups was 11.
In terms of strengths, the results have consistently found that students:
• consider it an interesting, relevant, and effective method of learning
• working on a realistic problem makes them see the relevance of their studies
• has the advantages of PBL, i.e. students learn better by "doing" and this promotes deep understanding rather than surface learning
• promotes group learning, i.e. students learn from each other, particularly postgraduate students
• have the opportunity to Peer Assess (and grade) each other's work, which they find both very interesting and a useful learning experience in its own right.
Students often expect a "model" or "correct" solution to a problem. What has been done in this case is to change this problem into an experience where they were made to recognize that there are seldom such solutions. In real engineering situations, student must deal with an accumulation of both technical and managerial facts wholistically.
In terms of weaknesses:
• it's more work for the teacher, in preparation as well as execution, since it has to be well organized, especially with larger size classes - but it's worth it!
• it occupies considerable time - in this case it was 6 hours out of 42 hours class contact (around 14%), two topics were covered, namely: Layout Planning and Evaluation.
In summary, this case helps students to develop their thinking and decision making skills through practice on a real life scenario. They tend to do all of the thinking, originate their own ideas, learn from each other, organize the discussion, and establish priorities that covers the material in the time available without interference from the teacher. They learn by doing, promoting deep learning, rather learning by listening, which tends to promote surface learning. Moreover, they recognize that successful treatment of engineering situations often involves a compromise between both individual preference of group members depending on their way of looking at a situation and subjectivity of deciding upon a particular solution as only one of many possible solutions.
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