Using multisource feedback in the classroom: a computer-based approach

Abstract

This paper shows the application and results of a computer-based approach to solicit student self- and peer assessment and multisource feedback on student learning outcomes linked to the Accreditation Board of Engineering and Technology's EC-2000. The issues addressed include the efficacy of student self and peer review, correlation with faculty grading, faculty and student acceptance, and process management. Results demonstrate that multisource feedback supports the development of specific student learning outcomes when used in conjunction with team-based projects.