Peer assessment between students of energy in buildings to enhance learning and collaboration

Alberto Sánchez González


doi:10.20868/abe.2021.1.4567

Texto completo: PDF (English)

Resumen


In educational settings, peer assessment is defined as the process of considering the level, value, worth, quality or success of the outcomes of learning by classmates with the same status (i.e. peers). In the framework of an educational innovation project at Universidad Carlos III de Madrid (UC3M), peer assessment has been implemented during two years in the course of “Energy in Buildings. In this subject, students individually develop their own project, mainly based on software tools, and apply the knowledge and skills learned within the course. The goal of peer assessment in this course is, not so much to increase student’s marks, but to increase their learning outcomes. The resulting classroom setting also allows a smoother transition to real-life professional settings and the development of interpersonal skills with future co-workers.
A learning management system was utilized: Aula Global, virtual platform for students at UC3M, that is based on Moodle. Peer assessment was enabled by using the workshop activity in Moodle platform. To guide the assessment by the students, rubric templates were generated in the same virtual platform. This paper presents the lessons learned during the last year of application of peer assessment in “Energy in Buildings” course.


Palabras clave


Project-based assessment, Workshop, Moodle platform, Rubric

Referencias


K. Topping, “Peer Assessment between Students in Colleges and Universities,” Rev. Educ. Res., vol. 68, no. 3, p. 249, 1998.

M. A. Rodríguez Esteban, M. A. Frechilla-Alonso, and M. P. Saez-Pérez, “Implementación de la evaluación por pares como herramienta de aprendizaje en grupos numerosos. Experiencia docente entre universidades = Implementation of the evaluation by pairs as a learning tool in large groups. Teaching experience between universities,” Adv. Build. Educ., vol. 2, no. 1, p. 66, Apr. 2018.

R. M. Crespo-García and J. Villena-Román, “Revisión entre pares como instrumento de aprendizaje: Una experiencia práctica, Serie de Innovación Docente No. 05-03-01-2005,” 2005.

UC3M, “‘Energy in Buildings’ course program,” 2020. [Online]. Available: https://aplicaciones.uc3m.es/cpa/generaFicha?st=280&asig=16846&idioma=2.

Moodle, “Workshop activity,” Documentation (version 3.5).[Online]. Available: https://docs.moodle.org/35/en/Workshop_activity.[6] ASHRAE, “Standard 90.1 Energy standard for buildings except low rise residential buildings.”

“Código Técnico de la Edificación. Documento Básico HE (Ahorro de energía),” 2013.

EU, “Energy Performance of Buildings Directive (EPBD).”

Moodle, “Using Workshop,” Documentation (version 3.5). [Online]. Available: https://docs.moodle.org/35/en/Using_Workshop.

Moodle, “Workshop settings,” Documentation (version 3.5). [Online]. Available: https://docs.moodle.org/35/en/Workshop_settings


Enlaces refback

  • No hay ningún enlace refback.


Copyright (c) 2021 Autor / BY-NC-ND

Licencia de Creative Commons
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional.