Emotional Intelligence, Peer and Self-Assessment, Journals and Portfolios, and Learning-How-to-Learn

Every student and every engineer bring not only their cognitive abilities to the solution of problems they have to solve but also the many dimensions of emotional intelligence that contribute to their motivations and values. This chapter discuses the concept of emotional intelligence and self- and peer assessment. There are positive responses to peer assessment and peer learning, but it is clear that if they are going to be used, care has to be taken with course design. They can change the role of the instructor. It was found that the peer assessment was more effective than self-assessment and that both were more effective than instructor formative assessment, yet a survey revealed that the students had more confidence in instructor assessment than in peer assessment. The chapter ends with a brief discussion of the value of journals and portfolios that are also being increasingly used.