Research on cultivating students' value-creation sense based on peer assessment: taking interdisciplinary learning as an example

This project focuses on cultivating students' value-creation senses using peer assessment, especially when they are learning interdisciplinary technologies. After mechanical engineering students learned information and communication technologies (ICT) from the course, they were satisfied with the skill mastery and performed like well-trained technicians in their projects. However, they ignored the values behind the courses, and thus the most of their projects seems like just a tech show. For training students to have value-creation sense, this project is planning to take peer assessment to cultivating students’ value-creation sense. The technology acceptance model (TAM) or system usability scale (SUS) will be applied to design an initial scale for peer assessment, and it will be modified by students and the teacher together for developing students’ ownership. The teacher will also follow the peer assessment of the progress reports and monitor the students’ activities in order to train students’ ability to evaluate their peers. Although the results of the peer assessment will not directly involve the final grade, students who provide good suggestions to their peer will be awarded in order to encourage other students provide more, better, and valuable advisements. Finally, the records in the process will be analyzed to verify the effectivity of this approach, and then some improvements could be suggested.