Self and peer assessment: A necessary ingredient in developing and tracking students' graduate attributes

Willey, K; Gardner, A

Self and peer assessment: A necessary ingredient in developing and tracking students' graduate attributes

Willey, K

Gardner, A

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Publication Type:: Conference Proceeding
Citation:: 2009 Research in Engineering Education Symposium, REES 2009, 2009
Issue Date:: 2009-12-01

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Field	Value	Language
dc.contributor.author	Willey, K https://orcid.org/0000-0003-1478-0346	en_US
dc.contributor.author	Gardner, A https://orcid.org/0000-0003-2764-591X	en_US
dc.date.issued	2009-12-01	en_US
dc.identifier.citation	2009 Research in Engineering Education Symposium, REES 2009, 2009	en_US
dc.identifier.uri	http://hdl.handle.net/10453/12062
dc.description.abstract	Recently there has been a shift to focus on assessing students' learning outcomes in terms of graduate attributes which they should develop and demonstrate during the course of their degree. A number of universities have tried to address these issues for example by using software tools such as ReView to track attribute development or by producing both academic and professional skill development transcripts. However, many attributes such as teamwork and the ability to give and receive feedback are typically practised in collaborative peer exercises. Furthermore these exercises are often conducted outside of regular class sessions, hence thorough assessment of these attributes should include input from both individual students and their peers. Hence we propose that any method of developing and tracking student's graduate attributes should include self and peer assessment. © 2009 Keith Willey & Anne Gardner.	en_US
dc.relation.ispartof	2009 Research in Engineering Education Symposium, REES 2009	en_US
dc.title	Self and peer assessment: A necessary ingredient in developing and tracking students' graduate attributes	en_US
dc.type	Conference Proceeding
utslib.for	091503 Engineering Practice	en_US
dc.location.activity	Palm Cove Queensland	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Civil and Environmental Engineering
pubs.organisational-group	/University of Technology Sydney/Strength - CRIN - Realtime Information Networks
utslib.copyright.status	open_access
pubs.publication-status	Published	en_US

Abstract:

Recently there has been a shift to focus on assessing students' learning outcomes in terms of graduate attributes which they should develop and demonstrate during the course of their degree. A number of universities have tried to address these issues for example by using software tools such as ReView to track attribute development or by producing both academic and professional skill development transcripts. However, many attributes such as teamwork and the ability to give and receive feedback are typically practised in collaborative peer exercises. Furthermore these exercises are often conducted outside of regular class sessions, hence thorough assessment of these attributes should include input from both individual students and their peers. Hence we propose that any method of developing and tracking student's graduate attributes should include self and peer assessment. © 2009 Keith Willey & Anne Gardner.

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http://hdl.handle.net/10453/12062