著者

小方 博之

出版者

The Robotics Society of Japan

雑誌

日本ロボット学会誌 (ISSN:02891824)

巻号頁・発行日

vol.31, no.2, pp.140-146, 2013-03-15

被引用文献数

1

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Project based learning (PBL) is an effective method for education to make students put their knowledge into practice or to train solving problem by themselves. PBL is also recognized to be effective and popular in robotics and manufacturing educations. However, it is not guaranteed that traditional scoring methods, like final exam, are proper to assess students' activity in PBL. One of the noteworthy methods that may be suitable to assess their activity there is the peer assessment. The benefit of carrying out peer assessment is that it has effects on building students' motivation, making feedback, and grading reliably. The author conducted peer assessment in a mobile robot development project in his own laboratory, and in a certain class where students are requested to make a paper bridge as light as possible but can support a 300[g] weight. In this paper, the data of peer assessment in those projects are analyzed to verify its effectiveness.