Peer assessment learning sessions (PALS): An innovative feedback technique for large engineering classes

O'Moore, L.M. and Baldock, T.E. (2007) Peer assessment learning sessions (PALS): An innovative feedback technique for large engineering classes. European Journal of Engineering Education, 32 1: 43-55. doi:10.1080/03043790601055576

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Author O'Moore, L.M.
Baldock, T.E.
Title Peer assessment learning sessions (PALS): An innovative feedback technique for large engineering classes
Journal name European Journal of Engineering Education   Check publisher's open access policy
ISSN 0304-3797
Publication date 2007-03
Year available 2007
Sub-type Article (original research)
DOI 10.1080/03043790601055576
Volume 32
Issue 1
Start page 43
End page 55
Total pages 8
Place of publication London, England
Publisher Taylor & Francis
Collection year 2008
Language eng
Subject 330305 Teacher Education - Higher Education
740301 Higher education
C1
1301 Education Systems
130313 Teacher Education and Professional Development of Educators
09 Engineering
Abstract This paper reports the development of innovative assessment sessions within two core technical courses in Civil Engineering at the University of Queensland. Peer Assessment Learning Sessions (PALS) facilitate a student’s peer assessment of a colleague’s problem-based learning assignment or tutorial within a ‘traditional’ whole-class setting, under guidance from the lecturer. The assessment is carried out against worked solutions, with a template marking scheme. Following the class, submissions are reviewed by the lecturer and marks moderated if required. In combination, the review and the PALS provide very clear indication where the class or individuals have misconceptions, and where knowledge is below required criteria. This enables the lecturer to provide an accurate synthesis of these points to the class. Students obtain summative feedback, individual formative feedback and whole-class formative feedback within a few days of submission. This significantly improves student’s self-reflection and their review of class material. Feedback is very positive and demonstrated here through the presentation of anonymous survey results. PALS address the challenge of providing frequent, efficient and timely assessment for large classes of 100–200+ students while simultaneously enabling and providing high quality formative feedback.
Keyword Peer assessment
Large classes
Engineering education
Feedback
Problem based learning
Self-reflection
Q-Index Code C1
Q-Index Status Confirmed Code

 
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Created: Thu, 08 May 2008, 13:37:37 EST by Gail Smith on behalf of School of Civil Engineering