Peer evaluation as a motivator for improved team performance in bio/ag engineering design classes

• Autores: Barbara C. Williams, B.Brian He, Donald F. Elger, Briar E. Schumacher
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 23, no. Extra 4, 2007, págs. 698-704
• Idioma: inglés
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• Resumen

  • At the present time it is common practice to begin teaching teamwork skills to first year students. Teamwork skills have been identified by industry and the Accreditation Board for Engineering and Technology (ABET) as critical to engineering success in the workplace. There are many factors that are associated with learning effective team performance. In this study, we are interested in a simple questionÐdoes peer evaluation influence team performance and if so, how? To answer this question, we used qualitative and semiquantitative questions in individual surveys of Bio/Ag students who have completed our first year student and sophomore design courses where (a) in the first year team performance was not directly assessed, and (b) in the second year team performance was evaluated by peers and professor, and the evaluation was part of the design project grade. The major finding of the study was: while students connected logically with the idea of peer evaluation at the end of a project, they report that this evaluation did not influence their performance. However, the students welcomed structured peer feedback during the project. Together, this finding suggests that professors should structure peer-feedback during a project, with peer-evaluation at the end of the project.