Peer Assessment Tool to Provide Mid-Course Student Feedback

The Canadian Engineering Accreditation Board (CEAB) as well as the CDIO organization, have adopted graduate attributes/learning outcomes upon which engineering schools can evaluate their progress and/or be accredited against. Five of the CEAB graduate attributes are focused on easily defined and assessed technical skills (knowledge base for engineering, problem analysis, investigation, design and, use of engineering tools) but seven of the attributes are more difficult to define and to assess within the bounds of traditional engineering curricula. One of the more difficult graduate attributes to build curriculum around and to assess is individual and teamwork defined, as "An ability to work effectively as a member and leader in teams, preferably in a multi-disciplinary setting." Assessing individual work is quite easy, but assessing teamwork can be challenging. One of the tools available to assess team dynamics is peer assessment and/or evaluation surveys. Peer assessment and evaluation is frequently used in group work courses in two ways: a) to distribute the grades amongst the group after the work is completed and, b) to provide students with an opportunity to vent their frustration, daylight group issues that should have been brought forward earlier in the course and/or reflect on the entire experience. Most of the evaluation tools/processes are used at the end of the course, which does not provide any opportunity for students to recover from a bad evaluation and/or adjust their behaviour as a result of negative feedback from their peers. This paper will describe the process for multiple peer evaluations within the framework of an eight-month capstone design course that provide opportunities for students to reflect on their performance. The method used was a transparent way for marks to be allocated based upon peer evaluation and this paper provides a roadmap for incorporation of this tool into large and/or long group projects.