Person-Centered Learning using Peer Review Method – An Evaluation and a Concept for Student-Centered Classrooms

International Journal of Engineering Pedagogy

ARTICLE

Dominik Dolezal¹  Alexandra Posekany²  Christoph Roschger¹  Gottfried Koppensteiner¹  Renate Motschnig³  Robert Pucher¹ 

[1] University of Applied Sciences Technikum Wien, Austria TGM – Vienna Institute of Technology;TGM – Vienna Institute of Technology, Austria Danube University Krems;University of Vienna

关键词: Peer Review;    Person-Centered Learning;    Student-Centered Classrooms;    Learning Office;    Computer Science Education;    Moodle Workshops;   

DOI  :  10.3991/ijep.v8i1.8099

来源: International Society for Engineering Education (IGIP), Kassel University Press

【 摘 要 】

Using peer assessment in the classroom to increase student engagement by actively involving the pupils in the assessment process has been practiced and researched for decades. In general, the literature suggests using peer review for project-based exercises. This paper analyzes the applicability of peer assessment to smaller exercises at secondary school level and makes recommendations for its use in computer science courses. Furthermore, a school pilot project introducing student-centered classrooms, called “learning office”, is described. Additionally, a concept for the implementation of peer assessment in such student-centered classrooms is outlined. We introduced two traditional secondary school classes consisting of a total of 57 students to the peer assessment method within the scope of the same software engineering course. The peer students assessed two of 13 exercises using the Moodle workshop activity. The students evaluated these two exercises using an anonymous online questionnaire. At the end of the course, they rated each of the 13 exercises regarding their learning motivation. Overall, the anonymous feedback on the peer review exercises was very positive. The students not only obtained more feedback, but also received it in a timelier manner compared to regular teacher assessment. The results of the overall rating of all 13 exercises revealed that the two peer reviewed exercises have been rated significantly better than the other eleven exercises assessed by the teacher. Evidence therefore suggests that peer review is a viable option for small- and medium-sized exercises in the context of computer science education at secondary school level under certain conditions, which we discuss in this paper.

【 授权许可】

Unknown