회로 설계에서 동료평가에 따른 학습자의 성취목표유형과 인식론적 신념의 변화

초록

This study aimed to explore how experiences of peer assessment in a circuit design course influenced learners’ achievement goal orientations and epistemological beliefs, and to examine learners’ perceptions of peer assessment. To this end, peer assessment was incorporated into a circuit design assignment in an undergraduate electrical engineering course involving 52 students, and data were collected through pre- and post-surveys and open-ended responses. The results indicated that, following peer assessment, performance-avoidance goals among achievement goal orientations decreased significantly, while the epistemological belief dimension of certainty of knowledge showed a significant increase, reflecting a stronger tendency to judge knowledge based on clearer criteria. In addition, learners perceived peer assessment as an opportunity for design refinement and elaboration, expansion of design thinking through the comparison of diverse perspectives, and a shift in their roles as learners through engagement in the role of evaluator. In contrast, variability in the quality of feedback and structural constraints related to evaluation criteria and implementation were identified as areas for improvement. These findings suggest that peer assessment in circuit design courses has the potential to function as a learning experience that supports the examination of design processes and judgment criteria.

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