In addition to “hard” skills and factual knowledge, engineering graduates are nowadays required to have “professional” skills and attitudes such as effective communication and collaboration, the ability to adapt to rapidly changing conditions, meeting and expressing constructive criticism, and reflecting and learning from own experience. However, traditional engineering instruction and assessment techniques do not provide adequate means of meeting these requirements. Therefore this paper advocates project-based learning scenarios, in which students collaborate on complex problems, constructively pair up with each other in peer- and partner evaluation, and reflect on their own experience and learning in self evaluations and comments. We present two case studies based on hundreds of self- and peer evaluations. The main conclusion we draw from them is that it is important to effectively motivate students to engage in such innovative, often unfamiliar scenarios in order to add value to the learning processes.

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