Journal of Engineering Education Research (공학교육연구)

Korean Society for Engineering Education (한국공학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Characteristics and Utilization of Peer-evaluation and Self-evaluation of Team Activities in University Project Based Classes

대학의 프로젝트기반 수업에서 팀 활동에 대한 동료평가와 자기평가의 특성 및 활용방안

  • Cho, Soosun (Department of AI and Data Science, Korea National University of Transportation)
  • 조수선 (한국교통대학교 AI․데이터공학부)
  • Received : 2021.12.10
  • Accepted : 2022.01.18
  • Published : 2022.01.31
Download PDF
⟨ Previous Next ⟩

Abstract

In this paper, the characteristics of peer-evaluation and self-evaluation of team activity participation in project-based learning and their usability were investigated. The characteristics of peer-evaluation and self-evaluation are as follows. First, in peer-evaluation and self-evaluation of project-based learning, the correlation between the two evaluation scores was very high. When students' scores from their peers correlate very well with the scores they give themselves, it means that they apply the same criteria to their peers and to themselves when evaluating team activity. Second, there was no difference in peer-evaluation and self-evaluation scores between groups with different written test scores. The fact that peer-evaluation and self-evaluation scores do not change according to academic ability shows that the two evaluation areas are independent. Third, the self-evaluation score in project-based learning is statistically significantly higher than the score received from peers. This raises doubts about the fairness of self-evaluation. Therefore, in this paper, it is suggested that self-evaluation of team activities in project-based learning is carried out together with peer-evaluation, but only peer-evaluation is reflected in credits.

Keywords

References

  1. 강현숙(2020). 대학교양수업의 동료평가에 대한 인식: 평가타당성과 정의적 효과를 중심으로. 학습자중심교과교육연구, 20(8), 167-189.
  2. 김문수(2015). 공학교육에서 문제 및 프로젝트기반학습의 비교 고찰과 적용 방안. 교육공학연구, 18(2), 65~76.
  3. 김민정(2005). 학습 방법으로서의 동료평가: 평가자 및 피평가자의 역할이 학습자의 초인지, 학업성취, 학습동기에 미치는 영향. 교육공학연구, 21(4), 1-28.
  4. 김수진.강희경(2013). 문제중심학습에서 평가주체에 따른 평가: 튜터평가, 동료평가, 자기평가를 중심으로. 한국산학기술학회논문지, 14(8), 3732-3738. https://doi.org/10.5762/KAIS.2013.14.8.3732
  5. 김성자(2019). 문제중심학습(PBL)에서 팀 기여도 중심의 자기평가.동료평가의 관계 및 평가 준거: 대학 역사교육 전공 수업의 사례. 교육연구(성신여자대학교 교육문제연구소), 74, 71-94.
  6. 배영지(2009). 자기평가 및 동료평가를 도입한 수업이 학업성취도와 수학적 성향에 미치는 영향. 석사학위논문. 국민대학교.
  7. 신태섭(2018). 조별 과제 동료평가 행동기준평정척도 개발 및 타당화 연구. 공학교육연구, 21(5), 32-39. https://doi.org/10.18108/JEER.2018.21.5.32
  8. 이경미(2010). 쓰기과업에서 동료평가가 자기평가에 미치는 영향: 교육대학원생을 중심으로. 석사학위논문. 중앙대학교 교육대학원.
  9. 이동주(2013). 온라인 협동학습 환경에서 동료평가의 역할: 평가자 및 피평가자 경험을 통한 개별 책무성 강화. 평생학습사회, 9(2), 181-211.
  10. 이소영(2015). 공과대학 프로젝트 기반 수업에서 학습성과에 영향을 미치는 변인들 간의 구조적 관계 분석. 박사학위논문. 이화여자대학교.
  11. 이영미(2013). 공과대학 팀 기반 프로젝트 학습 관련 요인 탐색. 학습자중심교과교육연구, 13(6), 361-375.
  12. 이은복.이옥화.장순선(2015). 대학의 컴퓨터 실습수업에서 자기평가 및 동료평가의 활용 가능성 탐색. 교육정보미디어연구, 21(1), 65-89.
  13. 전성연 외(2007). 협동학습 모형 탐색. 서울: 학지사.
  14. 정은숙(2018). 팀 프로젝트에 기반한 액트 수업에서 동료평가에 대한 학생들의 인식 조사. 학습자중심교과교육연구, 18(1), 771-794.
  15. 채수진(2006). 의과대학 문제중심학습에서 학생평가방법의 일관성 검토 - 튜터평가, 동료평가, 자기평가를 중심으로: 의과대학 문제중심학습에서 학생평가방법의 일관성 검토. 열린교육연구, 14(1), 331-349.
  16. 한지영.박수연.방재현(2017), 공학교육에서의 팀 학습 운영실태 분석. 공학교육연구, 20(4), 28-37. https://doi.org/10.18108/JEER.2017.20.4.28
  17. 황순희(2016). 공과대학생의 팀 기반 수업에서 동료평가와 자기평가의 관계. 공학교육연구, 19(5), 3-12. https://doi.org/10.18108/JEER.2016.19.5.3
  18. Boud, D. & Falchikov, N.(1989). Quantitative studies of student self-assessment in higher education. A critical analysis of findings. Higher education, 18(5), 529-549. https://doi.org/10.1007/BF00138746
  19. Dochy, F. et al.(1999). The use of self-, peer and co-assessment in higher education: A review. Studies in Higher education, 24(3), 331-350. https://doi.org/10.1080/03075079912331379935
  20. Dingel, M.J. et al.(2013). Cooperative learning and peer evaluation: the effect of free riders on team performance and the relationship between course performance and peer evaluation. Journal of the Scholarship of Teaching and Learning, 13, 45-56.
  21. Dommeyer, C. J.(2007). Using the diary method to deal with social loafers on the group project: Its effects on peer evaluations, group behavior, and attitudes. Journal of Marketing Education, 29(2), 175-188. https://doi.org/10.1177/0273475307302019
  22. Doppelt, Y.(2005). Assessment of project-based learning in a mechatronics context. Journal of Technology Education, 16(2), 7-24. https://doi.org/10.21061/jte.v16i2.a.1
  23. Fellenz, M. R.(2006). Toward fairness in assessing student groupwork: A protocol for peer evaluation of individual contributions. Journal of Management Education, 30(4), 570-591. https://doi.org/10.1177/1052562906286713
  24. Frank, M. & Barzilai, A.(2004). Integrating alternative assessment in a project-based learning course for pre-service science and technology teachers. Assessment & Evaluation in Higher Education, 29(1), 41-61. https://doi.org/10.1080/0260293042000160401
  25. Gulbahar, Y. & Tinmaz, H.(2006). Implementing Project-Based Learning And E-Portfolio Assessment In an Undergraduate Course. Journal of Research on Technology in Education, 38(3), 309-327. https://doi.org/10.1080/15391523.2006.10782462
  26. Herbert, N.(2012). Peer assessment: is it fair?. Proceedings of The Australian Conference on Science and Mathematics Education, 62-68.
  27. Kilpatrick, D. J., Linville, M., & Stout, D. E.(2001). Procedural justice and the development and use of peer evaluations in business and accounting classes. Journal of Accounting Education, 19, 225-246. https://doi.org/10.1016/S0748-5751(01)00021-5
  28. Palmer, S., & Hall, W.(2011). An evaluation of a project based learning initiative in engineering education. European Journal of Engineering Education, 36(4), 357-365. https://doi.org/10.1080/03043797.2011.593095
  29. Sadler, P. & Good, E.(2006). The Impact of Self- and Peer-Grading on Student Learning. Educational Assessment, 11(1), 1-31. https://doi.org/10.1207/s15326977ea1101_1
  30. Slavin, R. E.(1991). Synthesis of research on cooperative learning. Educational Leadership, 48(5), 71-82.
  31. Tu, Y., & Lu, M.(2005). Peer and self assessment to reveal the ranking of each individuals contribution to a group project. Journal of Information Systems Education, 16(2), 197-205.