Evaluation of FCS self and peer-assessment approach based on Cooperative and Engineering Design learning

The Cooperative Learning in Engineering Design curriculum can be enhanced with structured and timely self and peer assessment teaching methodologies which can easily be applied to any Biomedical Engineering curriculum. A study was designed and implemented to evaluate the effectiveness of this structured and timely self and peer assessment on student team-based projects. In comparing the `peer-blind´ and `face-to-face´ Fair Contribution Scoring (FCS) methods, both had advantages and disadvantages. The `peer-blind´ self and peer assessment method would cause high discrepancy between self and team ratings. But the `face-to-face´ method on the other hand did not have the discrepancy issue and had actually proved to be a more accurate and effective, indicating team cohesiveness and good cooperative learning.