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A Model for Peer and Student Involvement in Formative Course Assessment *
Author(s) -
Sheppard Sheri,
Johnson Michelle,
Leifer Larry
Publication year - 1998
Publication title -
journal of engineering education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.896
H-Index - 108
eISSN - 2168-9830
pISSN - 1069-4730
DOI - 10.1002/j.2168-9830.1998.tb00364.x
Subject(s) - formative assessment , constructive , peer evaluation , protocol (science) , engineering education , quality (philosophy) , control (management) , medical education , peer assessment , computer science , mathematics education , engineering management , psychology , pedagogy , engineering , higher education , medicine , process (computing) , political science , philosophy , alternative medicine , pathology , epistemology , artificial intelligence , law , operating system
This paper discusses a protocol and rationale for peer and student involvement in the assessment of courses in Mechanical Engineering at Stanford University. The protocol is based upon elements of good teaching practice, and on standards for peer review as used in journal publication. It has been “prototyped” in nine engineering courses over the past two years and has generally been found to be a good mechanism for near real‐time monitoring that creates constructive feedback for teaching and learning quality control. Major features of this ongoing project will be summarized, including faculty attitudes and required time commitment.