Interventions for Improving Accuracy of Self- and Peer Reviews in an Engineering Technology Capstone Course

• In Event: Measurement and Assessment in Higher Education Roundtable

Abstract

This paper presents findings of a study on the impact of instructional interventions to improve the quality of student’s self-and-peer reviews in a capstone Engineering Technology course. Historically, students inflated rating values in comparison to the rubric that specified what behaviors would “meet” or “exceed” expectations. Several changes in the courses were developed and implemented over the course of four years. Interventions included adding lectures and examples, creating a team communication plan that was integrated into six gate reports, and requiring students to define the levels in the rating scale for their own team. Comparison of average student ratings across and within years indicated that the interventions were successful. Findings align with existing literature and may be relevant across disciplines.

Authors

• Frederick Clayton Berry, Purdue University

• Wanju Huang, Purdue University

• Marisa Elana Exter, Purdue University