Web-based Peer Assessment: A Case Study with Civil Engineering Students

Authors

  • Gonçalo Cruz University of Trás-os-Montes e Alto Douro, School of Sciences and Technology ?- Department of Engineering, Quinta de Prados, 5001-801 Vila Real, Portugal
  • Caroline Dominguez University of Trás-os-Montes e Alto Douro, School of Sciences and Technology ?- Department of Engineering, Quinta de Prados, 5001-801 Vila Real, Portugal
  • Ana Maia University of Trás-os-Montes e Alto Douro, School of Sciences and Technology ?- Department of Engineering, Quinta de Prados, 5001-801 Vila Real, Portugal
  • Daniela Pedrosa University of Trás-os-Montes e Alto Douro, School of Sciences and Technology ?- Department of Engineering, Quinta de Prados, 5001-801 Vila Real, Portugal
  • Gordon Grams University of Trás-os-Montes e Alto Douro, School of Humanity and Social Sciences? - Department of Letters, Arts and Communication, Quinta dos Prados, 5001-801 Vila Real, Portugal

DOI:

https://doi.org/10.3991/ijep.v3iS1.2411

Keywords:

Collaborative Writing, Web-based peer assessment, Students perceptions, Peer feedback, Higher Education,

Abstract


Peer-assessed online collaborative writing is of growing importance for higher education. Based on the quantitative and qualitative analysis of collected data, this work presents the results of a case study in a graduate civil engineering course at the University of Trás-os-Montes e Alto Douro, Vila Real, Portugal. After an overall presentation of the learning activity, it examines students’ attitudes towards web-based peer assessment and identifies which factors are related to students’ use and appreciation of feedback. In addition, an analysis of the type of feedback is presented in an attempt to evaluate students’  written communication skills. The results of this study provide indications on how to improve the design and implementation of future web-based peer assessment tasks and raise questions on the effectiveness of peer/teacher grading in the use of feedback.

Author Biographies

Gonçalo Cruz, University of Trás-os-Montes e Alto Douro, School of Sciences and Technology ?- Department of Engineering, Quinta de Prados, 5001-801 Vila Real, Portugal

Gonçalo Cruz is a research fellow at University of Trás-os-Montes e Alto Douro (UTAD), in Vila Real, Portugal, where he works as e-learning consultant. In 2011, Gonçalo concluded his Masters in Educational Sciences by the University of Coimbra. His main research interests are Distance Learning, Technology Enhanced Learning, Virtual Worlds and e-learning institutional adoption. Currently, Gonçalo is a PhD student in Didactics of Science and Technology at UTAD.

Caroline Dominguez, University of Trás-os-Montes e Alto Douro, School of Sciences and Technology ?- Department of Engineering, Quinta de Prados, 5001-801 Vila Real, Portugal

Caroline Dominguez is a researcher at C-MADE and has been a lecturer at the University of Trás-Montes e Alto Douro (UTAD) since 1995, in Vila Real, Portugal, where she teaches business management. Her main research interests are related to educational issues, project and quality management, and human resources. Before pursuing an academic career, she was the head manager of organizations dealing with development issues in Peru and Portugal, where she developed and implemented various international funded projects. 

Ana Maia, University of Trás-os-Montes e Alto Douro, School of Sciences and Technology ?- Department of Engineering, Quinta de Prados, 5001-801 Vila Real, Portugal

Ana Maia is a research fellow at CIDTFF  and University of Trás-os-Montes e Alto Douro (UTAD), in Vila Real, Portugal, where she works as e-learning consultant. In 2011, Ana Maia concluded her Masters in Educational Sciences by the University of Coimbra. Her main research interests are Distance Learning, Technology Enhanced Learning, Virtual Worlds and Learning Design. Currently, Ana is a PhD student in Didactics of Science and Technology at UTAD.

Daniela Pedrosa, University of Trás-os-Montes e Alto Douro, School of Sciences and Technology ?- Department of Engineering, Quinta de Prados, 5001-801 Vila Real, Portugal

Daniela Pedrosa is a research fellow at CIDTFF and University of Trás-os-Montes e Alto Douro (UTAD), in Vila Real, Portugal, where she works as e-learning consultant. In 2012, Daniela Pedrosa concluded her Masters in Educational Sciences by the University of Coimbra. Her main research interests are Distance Learning, Technology Enhanced Learning, Virtual Worlds and Learning evaluation. Currently, Daniela is a PhD student in Didactics of Science and Technology at UTAD.

Gordon Grams, University of Trás-os-Montes e Alto Douro, School of Humanity and Social Sciences? - Department of Letters, Arts and Communication, Quinta dos Prados, 5001-801 Vila Real, Portugal

Gordon Grams has been a lecturer at University of Trás-os-Montes e Alto Douro (UTAD) since 2006, in Vila Real, Portugal, where he teaches English for professional purposes. His main interests are in cognitive awareness and educational methodology. Before pursuing an academic career he worked in personal and professional development and industrial safety and health.

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Published

2013-02-09

How to Cite

Cruz, G., Dominguez, C., Maia, A., Pedrosa, D., & Grams, G. (2013). Web-based Peer Assessment: A Case Study with Civil Engineering Students. International Journal of Engineering Pedagogy (iJEP), 3(S1), pp. 64–70. https://doi.org/10.3991/ijep.v3iS1.2411

Issue

Vol. 3 (2013): Special Issue: TaT'2012

Section

Papers