Introducing CAPA in engineering

It is well known that students benefit from involvement in the assessment process (Race, 2001). A potentially effective way of delivering this involvement in a systematic and uniform way across multiple modules is through the use of computer-aided peer assessment.

Introducing CAPA in the first and second years of degree programs, as an integrated component within the MLE, provides an opportunity to support the following teaching and learning objectives:

• Familiarity with the MLE:

➣ Email use

➣ Student portal and on-line resources

➣ Electronic submission and receipting of coursework

• Improve 'ownership' of module content by students

• Help students learn about:

➣ Expectations of assignment content and level

➣ Marking criteria and standards

➣ Value of objective feedback

• Develop critical self-awareness and reflective practice

• Improve retention and progression

"The term Managed Learning Environment (MLE) refers to the whole range of information systems and processes of a college or university (including its VLE if it has one) that contribute directly, or indirectly, to learning and the management of that learning." (Joint Information Systems Committee, 2002) At our university it provides a means of email communication, the ability to post messages on a discussion board and a repository for a host of electronic learning materials. For this study it also provided a means of securely submitting electronic documents (coursework) online. The use of computers offers additional benefits from the anonymity and security possible with digital systems, from the 24/7 nature of the self-teach training in marking and feedback, and through automated monitoring and mark analysis.

When introduced in a supportive and constructive way it can therefore work to the benefit of the students doing the assessment, the students being assessed and the academic staff involved. Nevertheless, both staff and students have considerable reservations about the use of peer assessment (Langan & Wheater, 2003). Concerns expressed include:

• Loss of marking rigour

• Quality of feedback to student

• Identification of plagiarism

➣ Difficult even with experience

• Difficulties in monitoring and implementation

• Anxieties around traditional staff/student 'roles'

We initiated this study to examine the extent to which these concerns are real and to identify ways to overcome them.

اخر الاخبار

اخبار العتبة العباسية المقدسة

جولة تفقدية لمتابعة خطة تنظيم مداخل المعزّين المشاركين في عزاء ركضة طويريج

لتعزيز التعاون الأكاديمي والبحثي.. جامعة الكفيل توقع اتفاقيتي توأمة مع جامعتين عراقيتين

المجمَع العلميّ يواصل إقامة مجلسه العزائي بذكرى شهادة الإمام الحسين (عليه السلام) في النجف الأشرف

قسم حفظ النظام يواصل تنفيذ خطته لتنظيم سير المواكب والزائرين في شهر المحرم

المزيد

الآخبار الصحية

لهذا السبب.. إغلاق 25 مركزًا لعلاج الإدمان في مصر ؟

خلافا للاعتقاد الشائع.. علماء يكشفون أسرار بذور البطيخ ؟!

هذا ما يحدث لجسمك عند تناولك الطماطم بانتظام !

تعرف على أطعمة تسرّع "تعافي الجسم" من حروق الشمس

المزيد

الآخبار التكنلوجية

الثلوج تغطي الصحراء الأكثر جفافا في العالم!

بتلسكوب "ألما".. التقاط صورا غير مسبوقة لبدايات الكون !

هل هاتفك مراقب؟.. 5 علامات خطيرة تكشف التجسس عليك

دبي تطلق أول رحلة تجريبية للتاكسي الجوي

المزيد

مواضيع ذات صلة

Stage 2: Determining causal relationships between previous academic qualifications, age, gender, motivation and ILP scores Preliminary analysis Method

Development of Revised Tool

Internal Consistency and Split-half Reliability of Existing Factors

Results, Analysis and Discussion Evaluation of the Existing Tool

Stage 1: Evaluating the reliability, stability and validity of the ILP questionnaire Method

Mapping Self-Assessment to Achievement

Introducing Computer-Aided Peer Assessment (CAPA) in Engineering Conclusions

Discussion and student feedback

Implementation and methodology

Introducing Computer-Aided Peer Assessment (CAPA) in Engineering

Appendix 3 Assessment form developed and used by students (Rating Checklist)

Appendix 2 Focus group meeting question list