Supporting problem solving skills in GIS and spatial optimisation through peer assessment and application-oriented, software-based tests

In the field of GIS / spatial analysis, modeling and optimization, application-oriented, software-based examinations have hardly been conducted so far for organizational and technical reasons. Thereby, the focus in GIS / optimization education is mostly on the practical side, so that the verification of learned skills in combination with analytical skills should be an essential part of a competence-oriented education. In addition, the correction of exercises is usually very time-consuming and individual feedback is often delayed or not given at all due to time constraints. An (intensive) post-processing of an exercise on the part of the students hardly takes place.

The goal of this project is to create a learning arrangement in which exercises, peer assessments, application-oriented, software-based tests and excursions are coordinated with the theoretical learning content (lectures) and lead to a deeper examination of the material. The solving of the exercises is done in groups of 2 (=staff groups). This provides the opportunity for students to discuss and help each other. For the peer-assessments, the core groups will be split up. Each student must submit an assessment promptly, so that each group receives two feedbacks back and can critically reflect on their own solution path. The peer assessment procedure requires an in-depth examination of the task and possible solutions as well as the problems contained therein. The ability to assess one’s own and other people’s performance is a good basis for the newly introduced software-based tests. By integrating 2-3 excursions into the overall concept, a connection between the learning content and its practical application as well as to possible professional fields is demonstrated.

• The course is structured coherently: Learning objectives, form of teaching and form of examination are coordinated.
• The course is competence-oriented: Students are given sufficient opportunity to apply and question the theoretically imparted knowledge in practice-relevant exercise examples.
• Through the peer-assessment process, students are given the opportunity to develop interdisciplinary competencies in the areas of
• This promotes personal responsibility on the one hand and represents an important skill in everyday professional life on the other.

A novel feature is the implementation of an application-based, competency-oriented and software-dependent examination in the area of GIS / optimization. This can be used to test analytical skills and practical skills of the students. Exercises are provided to prepare for the tests, which are corrected in a peer-assessment process. This leads to (1) a more intensive engagement with both the task and the theoretical content, and (2) the acquisition of an important interdisciplinary competence.

• The automatic peer assessment process in Moodle is a multi-stage procedure and very rigid, which can lead to considerable extra work if students fail to meet deadlines. A more flexible system would be desirable here.
• The students need to be guided more intensively so that the reviews are constructive(er).

After the difficulties in the first run, the students in the second year were satisfied with the structure of the course. The coordination input – exercise – exam was appreciated. With regard to the mutual assessments (peer assessment), opinions are divided. About half of the students found the assessment helpful, the other half did not see any benefit in it, but only the additional effort.

• We have had very positive experiences with the practical, software-based exams. However, the time needed to create such examination tasks should not be underestimated.
• In the peer assessment process with the Moodle system, it is necessary to consider in advance how to proceed if (individual) students do not meet the deadlines. This is especially true if you have a tight schedule.