A model for peer and student involvement in course assessment

Author

Sheppard, Sheri ; Johnson, Michelle ; Leifer, Larry

Author_Institution

Dept. of Mech. Eng., Stanford Univ., CA, USA

Volume

1

fYear

1997

fDate

5-8 Nov 1997

Firstpage

193

Abstract

This paper discusses a protocol and rationale for peer and student involvement in the assessment of courses in engineering at Stanford University, USA. 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 are summarized, including faculty attitudes and required time commitment

Keywords

educational courses; engineering education; quality control; standards; teaching; Stanford University; USA; engineering course assessment; faculty attitudes; good teaching practice; peer involvement; peer review; quality control; standards; student involvement; time commitment; Design engineering; Education; Feedback; Mechanical engineering; Monitoring; Protocols; Prototypes; Quality control; Standards publication; Testing;

fLanguage

English

Publisher

ieee

Conference_Titel

Frontiers in Education Conference, 1997. 27th Annual Conference. Teaching and Learning in an Era of Change. Proceedings.

Conference_Location

Pittsburgh, PA

ISSN

0190-5848

Print_ISBN

0-7803-4086-8

Type

conf

DOI

10.1109/FIE.1997.644840

Filename

644840