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.v0i0.10158
出版社：The Canadian Engineering Education Association (CEEA)
摘要：Given the ubiquity of teamwork in engineering education and industry1, developing teamwork skills in undergraduate students is a critical component of their training. This is supported by the inclusion of ‘individual and teamwork’ as a graduate attribute by the Canadian Engineering Accreditation Board2. The current work explores the development of teamwork skills through the use of multiple administrations of peer feedback, in order to explore the value of using several administrations and support past findings that have suggested increased administrations provide incremental improvements.
Additionally, the paper discusses the use of an empirically validated and user-friendly tool used to deliver the peer feedback assessments. The results suggest that students find the tool easy to use and that they believed the feedback they received and gave was accurate and useful. Together, these results suggest that peer feedback, delivered using the ITPMetrics.com platform, is an effective and well-received method of fostering soft-skill development in engineering students.
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