Implementing peer evaluation to improve students' participation in oral presentations in a large mechanical design class


Arranging oral presentations has always been difficult in a large project-based engineering design class of about 110 students each year, and often ineffective. This study explores the scheme of implementing peer evaluation to improve students' participation and learning outcome in the oral presentation sessions. Basically, students were asked to grade and comment on oral presentations by other students in a pre-defined manner. The effect of oral presentations with or without the intervention of peer evaluation was compared. The obtained data, as well as the questionnaire results showed that with careful design of the format, peer evaluation indeed improved students' participation in oral presentations, naturally leading to more serious and positive learning attitude and eventually a better learning outcome.


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