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

Abstract

Verbatim from Embry-Riddle Scholarly Commons. Not paraphrased, not summarized.

Leaving the team experience unevaluated during collaborative student projects leaves the educational benefit 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 use 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 willingness to engage in proactive problem solving and communication among students while individual scores in these areas increased.

Authors

• Ropp, Timothy D Embry-Riddle Aeronautical University
• Dubikovsky, Sergey Embry-Riddle Aeronautical University
• Johnson, Mary E Embry-Riddle Aeronautical University