Insights on web-based peer review: a case study with energy engineering students

Caroline DominguezCIDTFF - University of Trás-os-Montes e Alto Douro

Vila Real, Portugalcarold@utad.pt

Ana Maia, Daniela PedrosaCIDTFF/UTAD - University of Trás-os-Montes e Alto Douro

Vila Real, Portugal{margaridam, dpedrosa}@utad.pt

Gonçalo CruzINESC TEC/UTAD - University of Trás-os-Montes e Alto Douro

Vila Real, Portugalgoncaloc@utad.pt

Maria NascimentoCIDTFF - University of Trás-os-Montes e Alto Douro

Vila Real, Portugalmmsn@utad.pt

Insights on web-based peer review: a case study with

energy engineering students

I - Research Goal/Purpose

What influences the development of communication skills trough web-based peer review activities?

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), 64-70.

As reviewers, are the perceptions of the students on the activity different from those as feedback “receivers”?

Written communication skills (type of feedback)

Intermediate grades vs. Final gradesPeer grades vs. Teacher grades

II - Learning Activity

1. Select an article

2. Create a Google Document

3. Summarize the article (synthesis)

4. Analyse the article (analysis)

5. Issue a personal opinion (argue)

III - Research Method

IV - Evaluation

Was Google Drive a barrier?

Did students found the activity useful (in terms of learning)?

Are students self-confidents about their own work?

Was there any difference between the grades?

Average grades Peer Reviewer Teacher

1st Cycle 0,75 0,77

2nd Cycle 0,84 0,88

3rd Cycle 0,87 0,83

4th Cycle 0,89 0,82

Nelson & Schunn model Peer Reviewer Teacher

Summarizations 19 0

Problems Global 5 8

Local 67 88

Solutions Global 0 2

Local 44 18

Explanations 10 3

Praises 39 21

Mitigations 27 9

Counter-Argumentation 1 0

Feedback Implementation 8 2

n = 54

V - Discussion, Conclusion and Future Work

Technology acceptance

Activity appreciation

Basic communication skills

Need to continuous support

Low critical thinking skills

Low self-confidence for grading peers

Few improvements Neutral grades effect

Blind vs. non-blind

Skills vs. approach

Grades scale

Activity value

Overcome research limitations

FRISCO Approach & Cornell Test (Ennis,

1996)

Similar conditions Coaching

webPACT group