Presentation made on october 31th 2013 at 1st International Conference of the Portuguese Society for Engineering Education (CISPEE).

1. Insights on web-based peer review: a case study with
energy engineering students
Caroline Dominguez
CIDTFF - University of Trás-os-Montes e Alto Douro
Vila Real, Portugal
carold@utad.pt
Maria Nascimento
CIDTFF - University of Trás-os-Montes e Alto Douro
Vila Real, Portugal
mmsn@utad.pt
Ana Maia, Daniela Pedrosa
CIDTFF/UTAD - University of Trás-os-Montes e Alto Douro
Vila Real, Portugal
{margaridam, dpedrosa}@utad.pt
Gonçalo Cruz
INESC TEC/UTAD - University of Trás-os-Montes e Alto Douro
Vila Real, Portugal
goncaloc@utad.pt

2. I - Research Goal/Purpose

3. What influences the development of communication skills
trough web-based peer review activities?

4. Cruz, G., Dominguez, C., Maia, A., Pe
drosa, D., & Grams, G. (2013). Webbased Peer Assessment: A Case
Study with Civil Engineering
Students. International Journal of
Engineering
Pedagogy
(IJEP), 3(S1), 64-70.

5. As reviewers, are the perceptions of the students on the
activity different from those as feedback “receivers”?

6. Written communication skills (type of feedback)

7. Intermediate grades vs. Final grades
Peer grades vs. Teacher grades

8. II - Learning Activity

14. IV - Evaluation

16. Did students found the activity useful (in terms of
learning)?

17. Are students self-confidents about their own work?

18. Was there any difference between the grades?
Average grades
Peer Reviewer
Teacher
1st Cycle
0,75
0,77
2nd Cycle
0,84
0,88
3rd Cycle
0,87
0,83
4th Cycle
0,89
0,82

20. V - Discussion, Conclusion and Future Work

21. Technology
acceptance
Basic communication
skills
Activity
appreciation

22. Need to continuous
support
Low self-confidence
for grading peers
Few
improvements
Low critical
thinking skills
Neutral grades
effect

23. Blind vs. non-blind
Skills vs. approach
Grades scale
Activity value

24. Overcome research
limitations
FRISCO Approach &
Cornell Test (Ennis,
1996)

25. Similar conditions
Coaching