Introducing CAPA in engineering

It is well known that students benefit from involvement in the assessment process (Race, 2001). A potentially effective way of delivering this involvement in a systematic and uniform way across multiple modules is through the use of computer-aided peer assessment.

Introducing CAPA in the first and second years of degree programs, as an integrated component within the MLE, provides an opportunity to support the following teaching and learning objectives:

• Familiarity with the MLE:

➣ Email use

➣ Student portal and on-line resources

➣ Electronic submission and receipting of coursework

• Improve 'ownership' of module content by students

• Help students learn about:

➣ Expectations of assignment content and level

➣ Marking criteria and standards

➣ Value of objective feedback

• Develop critical self-awareness and reflective practice

• Improve retention and progression

"The term Managed Learning Environment (MLE) refers to the whole range of information systems and processes of a college or university (including its VLE if it has one) that contribute directly, or indirectly, to learning and the management of that learning." (Joint Information Systems Committee, 2002) At our university it provides a means of email communication, the ability to post messages on a discussion board and a repository for a host of electronic learning materials. For this study it also provided a means of securely submitting electronic documents (coursework) online. The use of computers offers additional benefits from the anonymity and security possible with digital systems, from the 24/7 nature of the self-teach training in marking and feedback, and through automated monitoring and mark analysis.

When introduced in a supportive and constructive way it can therefore work to the benefit of the students doing the assessment, the students being assessed and the academic staff involved. Nevertheless, both staff and students have considerable reservations about the use of peer assessment (Langan & Wheater, 2003). Concerns expressed include:

• Loss of marking rigour

• Quality of feedback to student

• Identification of plagiarism

➣ Difficult even with experience

• Difficulties in monitoring and implementation

• Anxieties around traditional staff/student 'roles'

We initiated this study to examine the extent to which these concerns are real and to identify ways to overcome them.

اخر الاخبار

اخبار العتبة العباسية المقدسة

ملتقى الكوثر الثالث يشهد عرض مشهد حواري بعنوان شريك العمر أم شريك الفكر؟

إقامة مسابقة (مرفأ النور) العلمية للمشاركات في فعاليات ملتقى الكوثر بنسخته الثالثة

ضمن ملتقى الكوثر الثالث.. ورشة تسلط الضوء على بناء الوعي القرآني لدى النساء

شعبة فاطمة بنت أسد (عليها السلام): ملتقى الكوثر منصةً لتحقيق وعي أسري مستند للقرآن الكريم

المزيد

الآخبار الصحية

نظام غذائي شائع قد يؤدي إلى ارتفاع الكوليسترول الضار

تحذيرات هامة من عواقب تناول "أيبوبروفين" مع أدوية شائعة

علامات مبكرة للإيبولا يمكن الخلط بينها وبين الإنفلونزا

خبراء: الفيروسات مثل هانتا وإيبولا أصبحت أكثر شيوعا وفتكاً

المزيد

الآخبار التكنلوجية

الليلة.. هلال القمر يلتقي كوكبي الزهرة والمشتري

إيلون ماسك يخسر دعواه القضائية أمام أوبن إيه.آي

مهمة فضائية "أوروبية صينية" لكشف أسرار الرياح الشمسية

انتهاء رحلة "السفينة الموبوءة".. وهذا مصير من بقي على متنها

المزيد

مواضيع ذات صلة

Parents with Learning Disabilities CONCLUSION

PROVISION OF SUPPORT

CARING FOR CHILDREN

EUGENICS AND ETHICAL ISSUES

PARENTING

DISCRIMINATION AND DIVERSITY

THE HISTORICAL PERSPECTIVE

Parents with Learning Disabilities

Legislation and Learning Disabilities CONCLUSION

LEGAL SAFEGUARDS

MENTAL CAPACITY ACT 2005

THE HUMAN RIGHTS ACT 1998