Roach, K;
Smith, MS;
Marie, J;
Tilley, E;
Mitchell, J;
(2017)
How Student Generated Peer-Assessment Rubrics use Affective Criteria to Evaluate Teamwork.
In:
Proceedings of the 45th SEFI Conference.
European Society for Engineering Education (SEFI): Azores, Portugal.
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Abstract
Student generated rubrics that were designed to peer assess contribution to teamwork mainly use terms that conform to Krathwohl’s (1964) affective domain. We have used the affective domain to map the criteria that students use in order to find opportunities to further guide our development and scaffolding of teamwork skills. We are confident that our students are valuing skills within the affective domain as an important contribution to teamwork, but we find that they are making tacit assumptions about the lowest level of the domain – receiving skills. We aim to use this data to support the conscious development of receiving skills, with the aim of promoting team integration.
| Type: | Proceedings paper |
|---|---|
| Title: | How Student Generated Peer-Assessment Rubrics use Affective Criteria to Evaluate Teamwork |
| Event: | 45th SEFI Annual Conference |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://www.sefi.be/ |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Professional Skills, Teamwork, Affective domain, Peer-assessment |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > UCL BEAMS UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Engineering Science UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Engineering Science > Dept of Electronic and Electrical Eng UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Engineering Science > Engineering Science Faculty Office |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10024248 |
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