Teaching self-criticism and peer-critique skills to engineering students through a temporal survey-based program

Introduction: Engineering students should develop critical-thinking skills and insist on appropriate performance levels both from themselves and from their colleagues during their training. In doing so, they will adopt critical attitudes toward their own and others’ work. This will help them to succ...

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Autores: Revilla Cuesta, Víctor, Hurtado Alonso, Nerea, Fontaneda González, Ignacio, Skaf Revenga, Marta, Ortega López, Vanesa
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2024
País:España
Institución:Universidad de Burgos (UBU)
Repositorio:Repositorio Institucional de la Universidad de Burgos (RIUBU)
OAI Identifier:oai:riubu.ubu.es:10259/9870
Acceso en línea:http://hdl.handle.net/10259/9870
Access Level:acceso abierto
Palabra clave:Engineering
High education
Critical thinking
Expectations
Likert-type scale survey
Peer-assessment
Self-assessment
Gestión de empresas
Organización del trabajo
Industrial management
Methods engineering
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spelling Teaching self-criticism and peer-critique skills to engineering students through a temporal survey-based programRevilla Cuesta, VíctorHurtado Alonso, NereaFontaneda González, IgnacioSkaf Revenga, MartaOrtega López, VanesaEngineeringHigh educationCritical thinkingExpectationsLikert-type scale surveyPeer-assessmentSelf-assessmentGestión de empresasOrganización del trabajoIndustrial managementMethods engineeringIntroduction: Engineering students should develop critical-thinking skills and insist on appropriate performance levels both from themselves and from their colleagues during their training. In doing so, they will adopt critical attitudes toward their own and others’ work. This will help them to successfully perform their future professional work with the highest standards. Methods: In this research, peer- and self-assessments of in-class presentations through a survey-based program were used to analyze the development of critical-thinking skills among engineering students. The program included two key features: firstly, formative assessments were repeatedly conducted over time; secondly, teachers’ ratings were provided to students as comparative benchmarks. This approach encouraged students to reflect on their ratings over time using the reference of the teacher. Results: From a general perspective, the analysis of survey responses showed that students assigned lower ratings in assessments conducted at a later stage, despite receiving higher ratings from their teachers over time. Therefore, students became more demanding throughout the experience in spite of the increased quality of their work according to the teachers’ assessments. Moreover, students tended to closely attune their evaluations to their teachers’ ratings. Comparing peer- and self-assessments, it was noted that students were more demanding toward the work of their peers in the long term, and especially their ability to explain concepts, than they were toward their own work. Nevertheless, high temporary increases were observed in students’ own self-assessments of presentation-file quality. Finally, students did not conduct overall assessments with the same level of demand as their teachers at any time during the experience. Discussion: The results demonstrate that this program and similar initiatives are useful to help engineering students to develop critical-thinking skills and to broaden their expectations with respect to their own and their colleagues’ work. However, other relevant aspects could be evaluated in lengthier programs, such as whether the students’ levels of critical thinking and expectations are maintained when the comparative reference of a teacher’s assessment is unavailable.The author(s) declare that financial support was received for the research, authorship, and/or publication of this article. The authors wish to express their gratitude to the Junta de Castilla y León (Regional Government) and ERDF [grant number BU066-22]; and the University of Burgos for the funding program “Convocatoria de Ayudas a Grupos de Innovación Docente reconocidos para la elaboración de materiales docentes para los años 2023 y 2024.”Frontiers202520252024info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://hdl.handle.net/10259/9870reponame:Repositorio Institucional de la Universidad de Burgos (RIUBU)instname:Universidad de Burgos (UBU)InglésFrontiers in Education. 2024, V. 9, p. 1399750https://doi.org/10.3389/feduc.2024.1399750Atribución 4.0 Internacionalhttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:riubu.ubu.es:10259/98702026-05-28T07:56:11Z
dc.title.none.fl_str_mv Teaching self-criticism and peer-critique skills to engineering students through a temporal survey-based program
title Teaching self-criticism and peer-critique skills to engineering students through a temporal survey-based program
spellingShingle Teaching self-criticism and peer-critique skills to engineering students through a temporal survey-based program
Revilla Cuesta, Víctor
Engineering
High education
Critical thinking
Expectations
Likert-type scale survey
Peer-assessment
Self-assessment
Gestión de empresas
Organización del trabajo
Industrial management
Methods engineering
title_short Teaching self-criticism and peer-critique skills to engineering students through a temporal survey-based program
title_full Teaching self-criticism and peer-critique skills to engineering students through a temporal survey-based program
title_fullStr Teaching self-criticism and peer-critique skills to engineering students through a temporal survey-based program
title_full_unstemmed Teaching self-criticism and peer-critique skills to engineering students through a temporal survey-based program
title_sort Teaching self-criticism and peer-critique skills to engineering students through a temporal survey-based program
dc.creator.none.fl_str_mv Revilla Cuesta, Víctor
Hurtado Alonso, Nerea
Fontaneda González, Ignacio
Skaf Revenga, Marta
Ortega López, Vanesa
author Revilla Cuesta, Víctor
author_facet Revilla Cuesta, Víctor
Hurtado Alonso, Nerea
Fontaneda González, Ignacio
Skaf Revenga, Marta
Ortega López, Vanesa
author_role author
author2 Hurtado Alonso, Nerea
Fontaneda González, Ignacio
Skaf Revenga, Marta
Ortega López, Vanesa
author2_role author
author
author
author
dc.subject.none.fl_str_mv Engineering
High education
Critical thinking
Expectations
Likert-type scale survey
Peer-assessment
Self-assessment
Gestión de empresas
Organización del trabajo
Industrial management
Methods engineering
topic Engineering
High education
Critical thinking
Expectations
Likert-type scale survey
Peer-assessment
Self-assessment
Gestión de empresas
Organización del trabajo
Industrial management
Methods engineering
description Introduction: Engineering students should develop critical-thinking skills and insist on appropriate performance levels both from themselves and from their colleagues during their training. In doing so, they will adopt critical attitudes toward their own and others’ work. This will help them to successfully perform their future professional work with the highest standards. Methods: In this research, peer- and self-assessments of in-class presentations through a survey-based program were used to analyze the development of critical-thinking skills among engineering students. The program included two key features: firstly, formative assessments were repeatedly conducted over time; secondly, teachers’ ratings were provided to students as comparative benchmarks. This approach encouraged students to reflect on their ratings over time using the reference of the teacher. Results: From a general perspective, the analysis of survey responses showed that students assigned lower ratings in assessments conducted at a later stage, despite receiving higher ratings from their teachers over time. Therefore, students became more demanding throughout the experience in spite of the increased quality of their work according to the teachers’ assessments. Moreover, students tended to closely attune their evaluations to their teachers’ ratings. Comparing peer- and self-assessments, it was noted that students were more demanding toward the work of their peers in the long term, and especially their ability to explain concepts, than they were toward their own work. Nevertheless, high temporary increases were observed in students’ own self-assessments of presentation-file quality. Finally, students did not conduct overall assessments with the same level of demand as their teachers at any time during the experience. Discussion: The results demonstrate that this program and similar initiatives are useful to help engineering students to develop critical-thinking skills and to broaden their expectations with respect to their own and their colleagues’ work. However, other relevant aspects could be evaluated in lengthier programs, such as whether the students’ levels of critical thinking and expectations are maintained when the comparative reference of a teacher’s assessment is unavailable.
publishDate 2024
dc.date.none.fl_str_mv 2024
2025
2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10259/9870
url http://hdl.handle.net/10259/9870
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Frontiers in Education. 2024, V. 9, p. 1399750
https://doi.org/10.3389/feduc.2024.1399750
dc.rights.none.fl_str_mv Atribución 4.0 Internacional
http://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Atribución 4.0 Internacional
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Frontiers
publisher.none.fl_str_mv Frontiers
dc.source.none.fl_str_mv reponame:Repositorio Institucional de la Universidad de Burgos (RIUBU)
instname:Universidad de Burgos (UBU)
instname_str Universidad de Burgos (UBU)
reponame_str Repositorio Institucional de la Universidad de Burgos (RIUBU)
collection Repositorio Institucional de la Universidad de Burgos (RIUBU)
repository.name.fl_str_mv
repository.mail.fl_str_mv
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