‘Assessment as Learning’ as a tool to prepare engineering students to manage ill-defined problems in industry

Swartz, Bronwyn

doi:10.1109/weef-gedc49885.2020.9293638

Cited by 2 publications

(4 citation statements)

References 7 publications

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“…An improvement over an LMS is that students must incorporate feedback from all peers, one by one (in LMS they paid more attention to some comments than others). Swartz (2020) proposed solving 2 ill-defined problems, and the PA consists of metacognitively reflecting on the partner's proposed outcome and helping the partner to continue solving. The lack of scaffolding meant that many students focused on figuring out how to use the tool, or how or when to provide feedback, and could not focus on reflecting and helping to solve the ill-defined problem.…”

Section: Results Descriptionmentioning

confidence: 99%

“…Thirdly, there is scaffolding, which has been found to be essential for students to learn how to provide good feedback based on the proposed assessment criteria, as they must learn to reflect on what is expected from the task (Hsu and Huang, 2015). If scaffolding is not provided, it is very likely that students will not know how to provide good feedback, as in the case of Swartz (2020) where students focused more on how to use the tool or perform the task, rather than reflecting on the content to help the peer improve their task.…”

Section: Synthesismentioning

confidence: 99%

“…Technology makes it easier for learners to have more than one iteration (García-Jiménez et al, 2015), as a single iteration may not be to self-regulate future learning (Swartz, 2020). Several iterations produce a great improvement over a traditional feedforward, as feedback is better understood, becoming more useful, allows for deeper questioning of content and improving learning (Roman et al, 2020).…”

Section: Synthesismentioning

confidence: 99%

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Peer assessment to promote self-regulated learning with technology in higher education: systematic review for improving course design

Ortega-Ruipérez,

Correa-Gorospe

2024

Front. Educ.

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Peer assessment is one of the approaches to develop self-regulation of learning. When evaluating the work of peers, metacognitive strategies of critical reflection are employed. They improve their own learning especially if evaluative feedback and/or suggestions for modification are provided. The aim of this systematic review is to learn how technology can facilitate self-regulation of learning, using peer assessment activities. We focus on higher education. To achieve the objective, we searched WoS and Scopus, obtaining 15 publications that concatenate the four search terms: self-regulated learning, peer assessment, higher education, and technology. These four terms must appear in the title, abstract or keywords. In this way, we ensure that the topic to be reviewed is central to the publication. The results are analyzed using the model for systematic review, which has three phases: description, synthesis, and critique. A proposal has been made to improve the design of courses in virtual classrooms, focusing on Moodle, and to include peer evaluation to improve self-regulated learning. It highlights the possibility of virtual classrooms to configure a rubric to guide the evaluation, together with the request for mandatory comments to justify the evaluation. This helps the student reflect on what is wrong and why, and how to improve. It also highlights the facility to randomly assign a specific number of tasks per reviewer or per task, and to make the whole process completely anonymous. The technology allows short deadlines for submission and review times to be maintained for instant feedback, as it can be configured with a single click. Finally, and related to this, Moodle can reopen the submission phase, to send an improved version based on feedback, and the evaluation phase, to check that the proposed improvements have been made. This helps to a greater extent to apply metacognitive strategies.

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Section: Results Descriptionmentioning

confidence: 99%

Section: Synthesismentioning

confidence: 99%

Section: Synthesismentioning

confidence: 99%

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Peer assessment to promote self-regulated learning with technology in higher education: systematic review for improving course design

Ortega-Ruipérez,

Correa-Gorospe

2024

Front. Educ.

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“…Description [29] The lack of preparation of engineering students to address the problems identified in the industry represents a significant deficiency in higher education. The fundamental root of this lack of preparation lies in the fact that the "problems" to be solved in the working environment, in the real world, differ considerably from the traditional problems presented in textbooks in the classroom.…”

Section: Refmentioning

confidence: 99%

Learning Models for Higher Education in Engineering: Motivation, Self-Determination, and the Role of Information and Communication Technologies

Bustamante-Mora,

Diéguez-Rebolledo,

Hormazábal

et al. 2023

Sustainability

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In the last decade, great strides have been made to increase access to education and enrollment rates at all levels (primary, secondary, and higher education). Actions such as promoting equal access to education, preventing school dropout, and establishing free education, among other actions proposed by organizations such as UNESCO, seek to guarantee the universality of education. This is undoubtedly a great challenge, and to address it, it is necessary to characterize how students face the learning process, considering factors such as autonomy, competencies, and their own basic psychological needs, looking for effective learning models based on students’ needs in a changing world, where ICTs play a relevant role. This research analyzes learning models, motivation, self-determination, and technologies used for learning achievement in higher engineering education. The study will highlight relevant initiatives and the most commonly used technological tools. It will also identify learning models that seek to link emotional intelligence, self-determination, cognitive skills, and ICT. The PRISMA protocol guided the study, finding 132 relevant articles to be analyzed and proposing best practices in using learning models, strategies, and ICT to foster students’ intrinsic motivation.

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‘Assessment as Learning’ as a tool to prepare engineering students to manage ill-defined problems in industry

Cited by 2 publications

References 7 publications

Peer assessment to promote self-regulated learning with technology in higher education: systematic review for improving course design

Peer assessment to promote self-regulated learning with technology in higher education: systematic review for improving course design

Learning Models for Higher Education in Engineering: Motivation, Self-Determination, and the Role of Information and Communication Technologies

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