The role of peer-learning and formative assessment in effective engineering learning environments

Abstract

Purpose – The purpose of this paper is to investigate the role of peer learning and formative assessment as two creative learning methods in engineering learning environments. The results show that both models have yielded promising results with regard to meeting the criteria for the expected learning outcomes of the curriculum. However, the integrated model has resulted in better results than the model of formative assessment. The paper discusses also some practical and theoretical aspects related to the learning models. Design/methodology/approach – It is advanced two general learning models; in the first model, the formative assessment is integrated with peer learning and in the second one, the formative assessment is solely used to enhance the learning. A field case study is conducted to investigate the effect of using the learning models on the expected learning outcomes of the students in an engineering course. Findings – The results show that both learning models have yielded promising results with regard to meeting the criteria for the expected learning outcomes of the curriculum. However, the integrated model has resulted in better results than the model of formative assessment. Research limitations/implications – The two models can be applied for the engineering course that has both practical and theoretical aspects. It is expected that areas of expertize in engineering education can be developed very well with the models. Practical implications – The results show that the two learning models have yielded promising results with regard to meeting the criteria for the expected learning outcomes of the curriculum and that formative assessment link to good learning practice does indeed give improved learning. Social implications – Increase the effectiveness of learning in engineering education. Originality/value – Case study based on observation and planning.