论文标题
吸引软件工程专业的学生进行评分：同伴评估对自我评估，动机和学习时间的影响
Engaging Software Engineering Students in Grading: The effects of peer assessment on self-evaluation, motivation, and study time
论文作者
论文摘要
同行评估是对小组项目中个人学生进行更细粒度评估的流行技术。对其对评估的影响进行了充分的研究。但是，它对学生学习能力的影响经常被忽略。在本文中，我们探讨了学生在同伴评估方面的自我评估，动机和学习时间，这是我们当地工程技术学院正在进行的项目的一部分。迄今为止两年的汇总测量表明：（1）学生在评估自己的某些（但不是全部）评估标准后会变得更好，（2）学生在一项后续调查中报告说，他们更有动力从事自己的项目，（3）在项目上花费的时间和时间之间的关系增加了。这些结果表明，同伴分级可能会对学生的反思性，终生学习，从而产生积极的长期影响。更好地理解评估标准会导致更准确的自我和同伴等级，从而强调了整个学期正确定义和交流这些标准的重要性。
Peer assessment is a popular technique for a more fine-grained evaluation of individual students in group projects. Its effect on the evaluation is well studied. However, its effects on the learning abilities of students are often overlooked. In this paper, we explore self-evaluation, motivation, and study time of students in relation to peer assessment, as part of an ongoing project at our local Faculty of Engineering Technology. The aggregated measurements of two years so far show that: (1) students get much better at evaluating their own project on some, but not all, of the evaluation criteria after a peer assessment session, (2) students report in a follow-up survey that they are more motivated to work on their project, and (3) the relation between motivation and time spent on the project increases. These results suggest that peer grading could have positive long-term effects on the reflective, and therefore lifelong learning, skills of students. A better understanding of the evaluation criteria results in more accurate self and peer grades, emphasizing the importance of properly defining and communicating these criteria throughout the semester.
