期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2017
期号：Proceedings of the Canadian Engineering Education Association (CEEA) Conference- June 4-7, 2017 University of Toronto
DOI：10.24908/pceea.v0i0.9771
出版社：The Canadian Engineering Education Association (CEEA)
摘要：Face-to-face peer review was introduced into a third-year engineering course as a mechanism for providing formative feedback on written reports and oral presentations.
The design of the peer review exercises are a work-in-progress, and in this paper we present our reflections on the first experience of using peer review in this course. As authors, we are the course lecturer and three students, and so we present our reflections from both instructor and student perspectives.
Through our reflections, we identified that peer review was a valuable tool for formative feedback. We suggested that student engagement could be increased by improving the structure how peer review was implemented in the course.
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