Familiarizing Students with Peer Assessment and Feedback Methods
Deler Singh1, Gurvinder Kaur2
1Dr. Deler Singh, Assistant Professor, School of Humanities and Social Sciences, Thapar Institute of Engineering and Technology, Patiala (Punjab), India.
2Dr. Gurvinder Kaur, Assistant Professor, School of Humanities and Social Sciences, Thapar Institute of Engineering and Technology, Patiala (Punjab), India.
Manuscript received on 08 September 2019 | Revised Manuscript received on 17 September 2019 | Manuscript Published on 26 October 2019 | PP: 539-542 | Volume-8 Issue-11S2 September 2019 | Retrieval Number: K10929811S219/2019©BEIESP | DOI: 10.35940/ijitee.K1092.09811S219
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open-access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: The paper examines the effectiveness of peer review and feedback during professional presentations in improving the participation and interpersonal communication skills of students. Existing research shows that such activities induce lifelong learning in students. The study has been conducted amongst the students from first year engineering programme who represented different engineering streams. The twin objectives of the study were to examine and reinforce learning in feedback skills. The objectives of peer assessment were introduced to the students. Rubrics for the assignment were explained to them thoroughly. The peer review was followed by an oral feedback by the students. The paper concludes with the discussion on challenges to peer assessment and ways to overcome these challenges.
Keywords: Lifelong Learning, Assessment, Skill Development, Collaborative Learning, Higher Education, Professional Development, Self-Assessment.
Scope of the Article: Probabilistic Models and Methods