Navigating Online Peer Assessment in Land Surveying Education: Enablers and Constraints

Authors

DOI:

https://doi.org/10.38140/obp2-2024-09

Keywords:

Enablers and constraints, learning outcomes, observational study, online assessment, peer assessment

Abstract

This paper presents an observational study fo­cused on online student peer assessment within the context of land surveying education. Conducted over the course of one semester, the study aimed to identify the enablers, con­straints, and impacts of peer assessment on learning out­comes among final-year land surveying students. Enablers included the promotion of critical thinking, collaboration, and self-reflection among students However, constraints such as time limitations and variability in peer feedback quality posed challenges to the effective implementation of peer assessment.  From my perspective as an academic ob­server, online student peer assessment holds potential ben­efits for enhancing learning outcomes. When properly im­plemented, online peer assessment can serve as a valuable complement to traditional assessment methods, offering students a more holistic learning experience. However, al­locating time and energy towards peer assessment must be carefully balanced against its perceived benefits for stu­dents. The implementation of online student peer assess­ment significantly influenced the outcomes of this particu­lar module. Through online peer assessment activities, fi­nal-year students were encouraged to actively engage with course content, develop critical evaluation skills, and provide constructive feedback to their peers. This active involvement in the assessment process facilitated a deeper understanding of the module concepts and fostered a supportive learning community within the classroom.  De­spite challenges, the potential benefits of online peer assessment for learning outcomes justify its integration into educational practices. By leveraging online peer assessment effectively, edu­cators can empower students to take ownership of their learning journey and cultivate essential skills for their future careers in the field.

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Published

2024-12-20

Issue

40th AEAA Annual Conference Proceedings

Section

ARTICLES

Copyright (c) 2024 Nishani Harinarain, Neil Kramm

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This work is licensed under a Creative Commons Attribution 4.0 International License.