Name
Abstract | ||
|---|---|---|
As educators, we need to be mindful of the gaps between student and teacher: the gaps in conceptual knowledge, the gaps in skills, and the gaps in perceptions of quality. Additionally, engineers need to be equipped with communication skills, including high-quality engineering writing. In pursuit of this goal, we reflect upon our experiences after introducing a writing activity to a large cohort of second-year engineering students. We present our findings from analysis of uncalibrated self and peer assessments of written work, alongside traditional expert-marking, to quantify the gaps in perceptions of quality. |
Year | DOI | Venue |
|---|---|---|
2018 | 10.1109/TALE.2018.8615423 | 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) |
Keywords | DocType | ISSN |
assessment,engineering education,peer review,teaching and learning,writing | Conference | 2374-0191 |
ISBN | Citations | PageRank |
978-1-5386-6523-7 | 0 | 0.34 |
References | Authors | |
0 | 3 | |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Andrew Y. Chen | 1 | 25 | 7.15 |
| Benjamin Tan | 2 | 5 | 3.58 |
| Kevin I-Kai Wang | 3 | 167 | 29.65 |