Scholarship of Application. Background: Capstone courses constitute the culminating experience in engineering curricula. A core characteristic is the student team and project-based nature, with many team deliverables. The ensuing difficulty is to fairly assess the individual team member’s contribution toward the team effort. Contribution: The method presented here is based on weekly peer evaluation of the individual team member’s contribution, which subsequently yields a participation factor (PF), in turn scaling the team grade in accordance with the individual student performance. Intended Outcome: This method allows the timely adjustment of the individual student effort to match the group expectations and rewards high-performing students by making higher individual grades than the team average possible, while penalizing underperforming free riders by not benefiting from other student’s performance. Application Design: The method allows students to continuously calibrate their own and their teammate’s expectations and improve their peer score by adjusting their individual efforts. This feedback also requires students to practice professional communication, and in particular giving and receiving critical feedback, and thus is highly aligned with industry needs. Findings: Results evaluated over three iterations of the assessment process indicate a weak positive correlation (0.26) of the peer evaluation with the individual instructor-graded deliverables as well as the individual student grade point average (GPA, 0.23). Further, survey-based data indicate student agreement that the PF is a fair reflection of the individual performance, and a neutral perceived overall assessment system effectiveness, with reported primary barriers being the difficulty in assigning fair peer grades and of open, critical discussion.

中文翻译：

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在基于团队的工程顶点项目中使用持续同行评估：案例研究

申请奖学金。背景：Capstone 课程构成了工程课程的最高体验。一个核心特征是学生团队和基于项目的性质，具有许多团队可交付成果。随之而来的困难是公平地评估单个团队成员对团队努力的贡献。贡献：这里介绍的方法基于每周对单个团队成员的贡献进行同行评估，随后产生一个参与系数 (PF)，进而根据单个学生的表现调整团队成绩。预期结果：这种方法允许及时调整个别学生的努力以符合小组期望，并通过使个人成绩高于团队平均水平来奖励表现优异的学生，同时通过不从其他学生的表现中受益来惩罚表现不佳的搭便车者。应用设计：该方法允许学生不断校准自己和队友的期望，并通过调整个人努力来提高同龄人的分数。这种反馈还要求学生练习专业沟通，尤其是给予和接受批评性反馈，因此与行业需求高度契合。结果：在评估过程的三个迭代中评估的结果表明，同行评估与个别教师评分的可交付成果以及个别学生的平均成绩点 (GPA，0.23) 之间存在弱正相关 (0.26)。此外，基于调查的数据表明学生同意 PF 是个人表现的公平反映，