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Interpersonal Variables and Their Impact on the Perceived Validity of Peer Assessment in Engineering PBL

Interpersonal Variables and Their Impact on the Perceived Validity of Peer Assessment in Engineering PBL

Mark Symes, Anna Carew, Dev Ranmuthugala
Copyright: © 2014 |Volume: 3 |Issue: 2 |Pages: 11
ISSN: 2155-496X|EISSN: 2155-4978|EISBN13: 9781466656222|DOI: 10.4018/ijqaete.2014040101
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MLA

Symes, Mark, et al. "Interpersonal Variables and Their Impact on the Perceived Validity of Peer Assessment in Engineering PBL." IJQAETE vol.3, no.2 2014: pp.1-11. http://doi.org/10.4018/ijqaete.2014040101

APA

Symes, M., Carew, A., & Ranmuthugala, D. (2014). Interpersonal Variables and Their Impact on the Perceived Validity of Peer Assessment in Engineering PBL. International Journal of Quality Assurance in Engineering and Technology Education (IJQAETE), 3(2), 1-11. http://doi.org/10.4018/ijqaete.2014040101

Chicago

Symes, Mark, Anna Carew, and Dev Ranmuthugala. "Interpersonal Variables and Their Impact on the Perceived Validity of Peer Assessment in Engineering PBL," International Journal of Quality Assurance in Engineering and Technology Education (IJQAETE) 3, no.2: 1-11. http://doi.org/10.4018/ijqaete.2014040101

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Abstract

Intra-team peer assessments have become the norm for performance and attribute assessment in problem and project based learning activities. However, research on the effects of interpersonal variables on these assessment practices is limited. This study examined the relationship between interpersonal variables and student perceptions on the validity of peer assessment. In order to understand the relationship between social interaction and its effects on peer assessment, four interpersonal variables were identified in this study: psychological safety, value diversity, interdependence, and trust. Fifty five undergraduate engineering students working in teams of 5 to 6 participated in a survey after having completed their first formative peer assessment. Preliminary findings from this study and evidence from other studies support the view that interpersonal variables have the potential to affect peer assessment and influence the learning outcomes.

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