A B C D E F G H I J K L M N O P Q R S T U V W X Y Z All
Jadeja, Siddharthsinh
- Practicing Peer Assessment: An Approach to Develop 21st Century Skills
Authors
1 B. H. Gardi College of Engineering & Technology Rajkot, Gujarat, IN
2 Shri M P Shah Arts and Science College Surendranagar, Gujarat, IN
Source
Journal of Engineering Education Transformations, Vol 29, No 3 (2016), Pagination: 150-154Abstract
The past decade has been witnessing robust changes in Engineering Education (EE), especially in India in terms of students' learning outcomes, assessment strategies, evaluation pattern, students' success and their failures supported with evidences. The present paper examines the effectiveness of peer review as an important assessment tool for enhancing the engagement of the learner in the learning process focusing on the inculcation of 21st century skills, making him/her responsible and self-motivated learner. A'three layered model' has been formulated to have active involvement of the expert, the mentor and the learner (student) via interactions, instructions and guidance. As a result, the learner reflects upon the peer review done by him/her and discusses it with his/her peers by highlighting its vital role in real-life situations which enhances learner's involvement in the next peer review. It has evidently improved the quality of feedback, internalizing the feedback leading to perception and acquisition of essential required 21st century skills.Keywords
21st Century Skill, Peer Review, Assessment.
- Facilitating Assessments to Foster 21st Century Skills: Towards Technological Terrains
Authors
1 B. H. Gardi College of Engineering & Technology Rajkot, Gujarat, IN
2 Shri M P Shah Arts and Science College Surendranagar, Gujarat, IN
Source
Journal of Engineering Education Transformations, Vol 29, No Spl Iss (2016), Pagination:Abstract
With the shift from industrial age to the information age, a subsequent transformation can also be witnessed, especially in engineering education, from the traditional education system to outcome based education i.e. OBE. Computers has almost eliminated human efforts to do the routine repetitive work and hence non routine problem solving skill and other 21st century skills are demanded from the graduates, specifically from engineers.The essence of OBE is 'success for all" by empowering all the students with skills and opportunities. There are already indications that there is a considerable gap between what is expected from an engineering graduate and what is offered. This gap will considerably widen unless learning outcomes, classroom practices, learning and assessment methods are coherently crafted and implemented so as to facilitate a flexible, personalized and significantly meaningful experience for the student to succeed in the workplace of 21st century. Despite technology being the lifeblood of 21st century and the availability of smartphones with teachers and almost all the students, the problem of individual interaction and one-tooneassessment is prevalent. This research study explores technology to enhance students' engagement in the learning process to promote the inculcation of 21stcentury skills and facilitate the development of life-long learning. The authors also propose personal assessment and peer feedback, at regular intervals, followed by the mentor feedback and experts' comments.The authors also propose personal assessment and peer feedback, at regular intervals, followed by the mentor feedback and experts' comments as the best tool of inculcating and continuously assessing the 21st century skills essentiallyrequired among the fresh engineers.
Keywords
21st Century Skill, Assessment, OBE.- Facilitating Assessments to Foster 21st Century Skills:Towards Technological Terrains
Authors
1 B. H. Gardi College of Engineering & Technology, Rajkot, Gujarat, IN
2 Shri M P Shah Arts and Science College, Surendranagar, Gujarat, IN
Source
Journal of Engineering Education Transformations, Vol 30, No 2 (2016), Pagination: 24-29Abstract
With the shift from industrial age to the information age, a subsequent transformation can also be witnessed, especially in engineering education, from the traditional education system to outcome based education i.e. OBE. Computers has almost eliminated human efforts to do the routine repetitive work and hence non routine problem solving skill and other 21st century skills are demanded from the graduates, specifically from engineers.The essence of OBE is 'success for all" by empowering all the students with skills and opportunities. There are already indications that there is a considerable gap between what is expected from an engineering graduate and what is offered. This gap will considerably widen unless learning outcomes, classroom practices, learning and assessment methods are coherently crafted and implemented so as to facilitate a flexible, personalized and significantly meaningful experience for the student[1]to succeed in the workplace of 21st century. Despite technology being the lifeblood of 21st century and the availability of smartphones with teachers and almost all the students, the problem of individual interaction and one-to-one assessment is prevalent.
This research study explores technology to enhance students' engagement in the learning process to promote the inculcation of 21st century skills and facilitate the development of life-long learning. The authors also propose personal assessment and peer feedback, at regular intervals, followed by the mentor feedback and experts' comments.
The authors also propose personal assessment and peer feedback, at regular intervals, followed by the mentor feedback and experts' comments as the best tool of inculcating and continuously assessing the 21st century skills essentially required among the fresh engineers.
Keywords
21st Century Skill, Assessment, OBE.References
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