Introducing CAPA in engineering
المؤلف:
Neil James & Mike Miles & Cheryl Burton & Chris Ricketts
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P177-C16
2025-07-02
450
Introducing CAPA in engineering
It is well known that students benefit from involvement in the assessment process (Race, 2001). A potentially effective way of delivering this involvement in a systematic and uniform way across multiple modules is through the use of computer-aided peer assessment.
Introducing CAPA in the first and second years of degree programs, as an integrated component within the MLE, provides an opportunity to support the following teaching and learning objectives:
• Familiarity with the MLE:
➣ Email use
➣ Student portal and on-line resources
➣ Electronic submission and receipting of coursework
• Improve 'ownership' of module content by students
• Help students learn about:
➣ Expectations of assignment content and level
➣ Marking criteria and standards
➣ Value of objective feedback
• Develop critical self-awareness and reflective practice
• Improve retention and progression
"The term Managed Learning Environment (MLE) refers to the whole range of information systems and processes of a college or university (including its VLE if it has one) that contribute directly, or indirectly, to learning and the management of that learning." (Joint Information Systems Committee, 2002) At our university it provides a means of email communication, the ability to post messages on a discussion board and a repository for a host of electronic learning materials. For this study it also provided a means of securely submitting electronic documents (coursework) online. The use of computers offers additional benefits from the anonymity and security possible with digital systems, from the 24/7 nature of the self-teach training in marking and feedback, and through automated monitoring and mark analysis.
When introduced in a supportive and constructive way it can therefore work to the benefit of the students doing the assessment, the students being assessed and the academic staff involved. Nevertheless, both staff and students have considerable reservations about the use of peer assessment (Langan & Wheater, 2003). Concerns expressed include:
• Loss of marking rigour
• Quality of feedback to student
• Identification of plagiarism
➣ Difficult even with experience
• Difficulties in monitoring and implementation
• Anxieties around traditional staff/student 'roles'
We initiated this study to examine the extent to which these concerns are real and to identify ways to overcome them.
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