Peer evaluation of teamwork activities in undergraduate engineering design

Context: This paper reports that a formal peer evaluation system combined with teamwork development activities may be an option to facilitate professional skill development in undergraduate students. This paper outlines the implementation of an online, peer evaluation system designed to facilitate feedback, mark moderation and student reflection on teamwork. This system is also helpful in discouraging poor team conduct by making students accountable to their teammates for the quality and quantity of work that they contribute and their communication in team-based assessments. Self-evaluation is also used to encourage reflective practice and highlight any differences in perceived contributions. Purpose: The objective of this research is to assess student attitudes towards the use of an anonymous, online peer evaluation tool (CATME) and teamwork and professional skill development in a second year engineering design unit, where team-based assessments make up a significant portion of the overall grade. Approach: Multimedia resources and team meeting activities were developed to introduce CATME to students and to support their use of the tool throughout the semester. An anonymous online survey was administered at the end of the semester to assess student attitudes towards the use of a formal peer evaluation system and formal team development activities. Students were also asked to rate their level of satisfaction with their team and how the activities within the unit contributed to the development of teamwork and interpersonal skills. An analysis of open ended written comments submitted as part of the survey was used to provide additional insight into student attitudes and perceptions. Results: Findings from the online survey show that on average, respondents agreed that they should evaluate the contribution of their peers, that they felt comfortable knowing their marks would be moderated based on peer evaluation and that a formal peer evaluation system was a fair way to moderate team marks. By the end of the unit, students agreed that their interpersonal communication, ability to resolve conflicts, management skills and accountability had improved. There was also agreement that the formal team development activities were helpful in facilitating teamwork in aspects such as communication and project planning. On average, students indicated that they would rather work in teamwork activities and team projects in which there is a formal peer evaluation system. Open ended written comments indicated that students appreciated having a formal system which enforces individual accountability, and through which they could report on the contribution of individual team members, knowing that they were supported by a fair process of mark moderation. Conclusions: An online peer evaluation system was successfully implemented in a second year engineering design unit; its use was accompanied by various multimedia resources and formal team development activities. Survey results suggest that students responded favourably to this system, and as a result it will be deployed in more engineering design units in the coming years.