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

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Presentation made on october 31th 2013 at 1st International Conference of the Portuguese Society for Engineering Education (CISPEE).

Education Technology

Insights on web-based peer review: a case study with
energy engineering students
Caroline Dominguez
CIDTFF - University of Trás-os-Montes e Alto Douro
Vila Real, Portugal
carold@utad.pt

Maria Nascimento
CIDTFF - University of Trás-os-Montes e Alto Douro
Vila Real, Portugal
mmsn@utad.pt

Ana Maia, Daniela Pedrosa
CIDTFF/UTAD - University of Trás-os-Montes e Alto Douro
Vila Real, Portugal
{margaridam, dpedrosa}@utad.pt

Gonçalo Cruz
INESC TEC/UTAD - University of Trás-os-Montes e Alto Douro
Vila Real, Portugal
goncaloc@utad.pt

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

Cruz, G., Dominguez, C., Maia, A., Pe
drosa, D., & Grams, G. (2013). Webbased 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 grades
Peer grades vs. Teacher grades

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

V - Discussion, Conclusion and Future Work

Technology
acceptance

Basic communication
skills

Activity
appreciation

Need to continuous
support

Low self-confidence
for grading peers

Few
improvements

Low critical
thinking skills

Neutral grades
effect

Blind vs. non-blind

Skills vs. approach

Grades scale

Activity value

Overcome research
limitations

FRISCO Approach &
Cornell Test (Ennis,
1996)

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