Peer-graded individualised student homework in a single-instructor undergraduate engineering course

Abstract

This article reports on the implementation of a programme of individualised, peer-graded homework assignments in a large-scale engineering course, with minimal resources. Participation in the programme allows students to receive grades for problem-solving work in a setting more conducive to learning than the traditional final examination. The homework programme was designed to support the ordinary course work and examination preparation of students along the semester, rather than an expansion of the curriculum. The implementation is carried out using a series of scripts on a local computer, for speed of deployment, portability and privacy protection. Data relevant to instructors are provided, showing that the programme integrates well within an existing grading system, at a relatively low time cost for the instructor, resulting in a relatively large enhancement in the students’ learning experience.

Keywords

• peer grading
• flipped classroom
• student feedback
• active learning
• engineering education
• problem solving