Peer Assessment as an Example of Cooperative Learning Strategies in Graduate and Undergraduate Engineering Courses

The use of ICT and advanced instructional strategies have gained much more interest, especially during the rise in the online class delivery in the COVID years. However, techniques such as the flipped classroom face several challenges in highly analytical courses in the engineering field. This work reports on the use of a cooperative learning strategy centered around the peer assessment in both the undergraduate and graduate level. The results show that given the proper trainings and guidelines, summative peer assessments are in line with the instructor assessments, and provide an opportunity to the students for engaging concepts proactively in the classroom.