Abstract
The current practice in engineering education increasingly entails team work and group projects. The ability to work effectively in teams is considered by many to be an essential skill required of today's engineers; some claim that such ability is one of the most desired qualities of a graduate engineer. Group projects are frequently used to improve and develop students' team skills. Other reasons for using team projects include better simulation of industrial conditions, improvement of interpersonal and leadership skills, and communication enhancement. Assessing individual students in a group or team activity is a challenge. The results from the preliminary study of a peer-assessment instrument for awarding marks to individual members for a group project are presented in this article. The tool employs both quantitative and qualitative methods to assess the role and contribution of individual team members. The results indicate that the instrument provides an accurate measure of the student's participation in teams. The results also can be used as a model to extend project-based group work to other courses in the programme.
| Original language | English |
|---|---|
| Pages (from-to) | 56-60 |
| Number of pages | 5 |
| Journal | World Transactions on Engineering and Technology Education |
| Volume | 8 |
| Issue number | 1 |
| Publication status | Published - 2010 |
All Science Journal Classification (ASJC) codes
- Education
- General Engineering