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Leaving the team experience unevaluated during collaborative student projects leaves the educational banefit of student peer feedback unrealized. Performance feedback between student teams and among individual team members adds a valuable educational component during applied learning projects. Faculty in the Aviation Technology program at Purdue University piloted the w e of team and individual student peer evaluation tools as performance feedback and learning mechanisms in two maintenance technology courses engaged in collaborative team projects. Use of peer performance reviews among the students during team-based projects resulted in willmgness to engage in proactive problem solving and communication among students while individual scores ia these mas increased. IntMduCtion Many technolog and engineering instructors u t i l i i hands-on student team design projects for at least a portion of the classroom or laboratory exprisnce. A targeted outcome for these immersive learning projects is student exposure to the dynamics of achieving technical deliverables within the COPtW Of a realistic team environment. In addition to practicing baselie technical skill sets, students integrate key communication, negotiation, problem solving and planning skills, which are as important as technical skills for praducmg a delivmble in industry. Although the use of team-centered learning projects is quite common, students can miss an important dimension of learning if such projects are natdebriefed and evaluated. In addition to the actual project experience, significant educational value and insight can be gained through detailed review and peer feedback among student teams involved. This feedback can be facilitated by a structured team and peer review process. Method In the Spring and Fall semesters of 2007, students in two Purdue University aviation maintenance technology courses were inbnduced to the concept of being evaluated by their peers. The two courses each have specific technical content designed to build aircrafl maintenance skills and knowledge. The students in these courses engaged not only in a team-based immemive learning approach on specific technical design projects, but were introduced to performance feedback tools requiring them to provide and receive constructive peer review of their participation and pwfmance during team-based projects. l h k g Spring, students in two techno lo^ courses began evaluating each other withii their own course laboratory technical projects. In Fall of 2007, the two courses using the peer evaluations collaborated on selected projecw requiring them to interact between the two CQWeS. and then evaluate peer interaction performance between the two student teams. While the classroom laboratory environment has l i tat ions in replicating all w e d of a fill scale working environment, the dynamics of working in teams with the added dimension of peer to pew evaluations resulted in student communication and problem-solving being more "proactive" in n w e . In both cases of student projects withii a single course laboratory and in collaborative projects between two courses, student teams were observed looking for, identifying and resolving unforeseen problems during their technical design projects. Prior to implementation of the peer evaluation and feedback component, this fomd-looking p u p effort was not

Using Peer and Team Performance Assessments as Learning Tools on Collaborative Student Projects