Introducing Computer-Aided Peer Assessment (CAPA) in Engineering
المؤلف:
Neil James & Mike Miles & Cheryl Burton & Chris Ricketts
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P176-C16
2025-07-02
461
Introducing Computer-Aided Peer Assessment (CAPA) in Engineering
We present a strategy for the introduction of computer-aided peer assessment (CAPA) for marking of, and giving feedback to students on, individual assignments. It outlines the implementation of CAPA in engineering management and engineering design. It will discuss the various roles that computers can play in the process and will highlight difficulties in moving to CAPA. The engineering management module was given to a small number (=20) of first year BSc Mechanical Engineering students, whilst the design module was given to a large multidisciplinary first year group (=140). Engineering design is particularly suited to trialing computer-aided peer assessment, because successful design rests on reflective practice (Adams et al., 2003) and high-level skills in analysis and synthesis. These are attributes that appear well suited to inculcation through supportive learning via carefully structured peer assessment.
This project was ambitious in nature, complex in technological and administrative details, and took place over two academic years. It demonstrated significant student learning and the assessment advantages of CAPA, but also threw into clear relief computer-based technological difficulties in the wider implementation of CAPA. This has allowed us to identify a route towards implanting more routine use of CAPA in the Faculty of Technology and across the University. There are strong drivers for this in terms of enhancing the student learning experience and their set of transferable skills, and in better use of staff time to achieve higher level learning outcomes rather than engage in mundane assessment.
The problem this exercise was designed to address arises from the increasingly multicultural and disparate backgrounds of entrants into engineering degree programs. Engineering disciplines, of necessity, have to transfer a set of high-level skills to undergraduates, and there is a strong tradition of activities that now fall within the ambit of authentic assessment (Mueller, 2003), problem-based learning and reflective practice. Traditional student intakes into engineering usually had a particular set of attitudes and abilities which were fairly well-defined and a 'one size fits all' approach to teaching and learning and, in particular, assessment achieved acceptable levels of retention and progression.
With an increasing emphasis on widening access to HE, current student intakes do not have this uniformity of background. Thus, retention and progression are now pressing issues in numerate and analytical disciplines. Alongside these concerns, the increasing use of sophisticated e-learning resources within Managed Learning Environments (MLE) (Joint Information Systems Committee, 2002) requires students to develop facility with these systems early in their HE experience. However, IT literacy sufficient to cope well with MLE's cannot be assumed in a multinational and multicultural student intake that spans all social categories. Issues around constructive alignment among curriculum, teaching and learning and assessment (Biggs, 1999), and the choice of appropriate assessment hence become critical to student achievement in the HE environment.
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