Dissertation/Thesis Abstract

Understanding how faculty integrate peer assessment in project management education
by Rainford, Karen J., Ed.D., Saint Mary's University of Minnesota, 2014, 270; 3725281
Abstract (Summary)

Peer assessment in higher education can contribute to students' domain knowledge, engagement, critical thinking, and self-assessment skills. This qualitative study explored how peer assessment fits within the teaching practice of project management faculty as they prepare students to lead empowered project teams. A substantive grounded theory was generated from analysis of surveys, interviews and course documents to examine the positions, practices, goals, and outcomes of integrating peer assessment in their practice. Integration of peer assessment is promoted by a constructivist orientation, online teaching, and teaching adult learners. Project management educators engage in an active learning cycle of seeking support, puzzling, experimenting, and adapting their integration of peer assessment. Connections to theory, and implications for enhancing the integration and sustainability of peer assessment in project management education are discussed.

Indexing (document details)
Advisor: Germundsen, Richard
Commitee: Feder-Lewis, Sonia N., Hines, Sue, McClure, Jack
School: Saint Mary's University of Minnesota
Department: Educational Leadership
School Location: United States -- Minnesota
Source: DAI-A 77/02(E), Dissertation Abstracts International
Subjects: Higher education
Keywords: Adult learners, Faculty, Grounded theory, Online teaching, Peer assessment, Project management
Publication Number: 3725281
ISBN: 978-1-339-09488-5
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