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首页> 外文会议>International Conference on Interactive Collaborative Learning;IGIP International Conference on Engineering Pedagogy >Developing Engineering Students Writing Competence: An Intervention Based on Formative and Peer Assessment
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Developing Engineering Students Writing Competence: An Intervention Based on Formative and Peer Assessment

机译：制定工程学生写作能力：基于形成性和同行评估的干预

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摘要

The ability to communicate is recognised as an important undergraduate engineering competence. While acknowledging its importance, employers often express dissatisfaction with engineering graduates ability to communicate. In one course that the author teachers, learners are asked to document project outcomes via an engineering-style conference paper. Over the years, many learners consistently struggle to write high quality abstracts, introductions, conclusions and to apply referencing conventions appropriately. This year the author designed and implemented a writing intervention, based on formative and peer-assessment, to address this issue. This article explore the impact of this intervention. Impact was evaluated by comparing writing artifacts produced in this academic year with artifacts produced in two other years prior to the intervention. The results indicate that the intervention was impactful with the quality of these elements improving from an average score of 35% (2017 & 2018) to 70% this academic year. An implication is that specific, targeted supports are likely to be more impactful than repeated practice - especially when practice is not supported with feedback. More generally, the article adds to the extensive literature evidencing the impact of formative assessment on student learning.
机译：沟通能力被认为是重要的本科工程能力。虽然承认其重要性，雇主往往表达对工程毕业生沟通能力的不满。在作者教师，学习者被要求通过工程式会议纸张记录项目成果的一门课程。多年来，许多学习者一直努力编写高质量的摘要，介绍，结论，并适当地应用参考惯例。今年作者根据成立性和同行评估设计和实施了写作干预，以解决这个问题。本文探讨了这种干预的影响。通过比较本学年在干预前两年内产生的文物生成的文物中产生的写作伪影来评估影响。结果表明，干预措施对这些元素的质量产生了影响，这些元素的质量从平均得分为35％（2017年和2018）到70％的学年。暗示是特定的，目标支持可能比重复的实践更大，特别是当不支持反馈的实践时。更一般地说，本文增加了广泛的文献，证明了形成性评估对学生学习的影响。

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