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Peer and meta-assessment in a project-based large systems engineering course

Modern engineering education programs aim to endow students with knowledge, skills, and attitudes necessary to become successful engineers. Engineering students should be able to conceive, design, implement, and operate complex value-added engineering systems—,products, processes, and services. Our research goal was to develop and validate a formative assessment method and tool for a large mandatory undergraduate engineering course. The research population consisted of about 130 undergraduate students who studied a systems and information engineering course in a project-based learning (PBL) environment. The students constructed models of Web-based systems using two conceptual modeling approaches and languages: Object Process Methodology (OPM) and Unified Modeling Language (UML). Formative assessment was carried out along these PBL processes. We developed a Web-based formative assessment method for this PBL engineering course that is aligned with the course objectives and accounts for its large scale. The method consisted of peer-assessment and meta-assessment. In the peer assessment, each student ranked four peer projects according to pre-defined criteria via a specially-designed Web-based tool. Finally, we carried out meta-assessment, in which the course team assessed each student based on the quality of his/her arguments and the thinking levels demonstrated in the peer assessment. The findings validated our meta-assessment tools.Keywords- conceive-design-integrate-operate (CDIO), large scale assessment, project-based learning (PBL), systems engineering education

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