Document Type

Conference Paper


Available under a Creative Commons Attribution Non-Commercial Share Alike 4.0 International Licence



Publication Details

Proceedings of the IEEE Conference on Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments, Dublin, April 2010


In this contribution, the author reports on, reflects on and evaluates case studies in which the ability to communicate effectively was embedded into modules for which the author had academic responsibility, on both Level 8 (Bachelors) and Level 9 (Masters) engineering programs. The generic competency was developed using formal student presentations, mostly done individually, with a minority done in teams. Peer and tutor assessment of the presentations was employed, following a structured guideline agreed with the students; among other advantages, peer assessment assists in the further development of student analytical skills and professional ethics. The contribution discusses the peer assessment experience, including formal student feedback on the process. The author’s experiences are that the learning and assessment method is learner-centered, motivates independent learning, caters to a diverse student background and unlocks previous student work and learning experiences to the benefit of all learners.