76 Peer and team assessment: strategies and applications in Engineering courses Walter Aoiama Nagai 1 , Rui M. Lima 2 , Diana Mesquita 2 , Anderson Assis Morais 1 1 Federal University of Itajuba, Itabira Campus, Brazil 2 Department of Production and Systems, Centro ALGORITMI, School of Engineering, University of Minho, Guimarães, Portugal Email: walternagai@unifei.edu.br, rml@dps.uminho.pt, diana@dps.uminho.pt, andersondeassis@unifei.edu.br Abstract Teamwork is one of the competencies that more often are referred has required to professional practice in Engineering. Working in teams in the learning process has been referred to be an effective way to promote the development of technical competencies while promoting the development of teamwork competencies. The students identify teamwork as motivating for their self-learning. In a teamwork environment student can deal with self-knowledge, critical analysis, knowledge of the others, individual and group performances, feedback, resilience, synergy, decision making, commitment, participation, self- esteem, leadership, and entrepreneurship. All these characteristics come from the understanding that a team is formed by individuals with different experiences, origins and individual profiles. But what are the criteria for peer or teamwork assessment? Which methods give fair rewards for different contributions to the team and its peers? There are several peer assessments studies where many experiences are described, but there are not many studies that compare the strategies of peer assessments between them. For example, when the criteria have different weights or when the scores given by the peers are anonymous or when the scores are decided by the group, and so on. The objective of this work is to describe several strategies of peer and team assessment, considering the categorization and organization carried out in order to assumptions and/or purposes of each strategy. Thus, a contribution will be made for increasing peer and teamwork assessment in Engineering courses. Keywords: Engineering Education, Peer assessment, Teamwork, Transversal Competences, Project-Based Learning 1 Introduction In nowadays, engineers face challenges that require a solid foundation in engineering, but also skills such as teamwork, project management, interdisciplinary problem-solving and oral and written communication (Fernandes et al., 2009; Vicente, Romano, Sá, & Lima, 2014). This interest is based on the need to improve the education of engineers to create the need to change Engineering Education (EE). New approaches should bring joy to students and teachers, and trust is the main ingredient for enjoying teaching and learning, and also for creating an atmosphere of empathy and openness that is necessary for collaboration. In order to create innovative approaches, the stakeholders need a trusting environment that will always accompany a changing environment. This environment should offer a modern, reliable, innovative atmosphere with fair assessment techniques and strategies. Besides, that classroom should contribute for the development of transversal competences like teamwork, communication, self-knowledge, critical analysis, knowledge of the others, and so on. Project Based Learning (PBL) has been an innovative strategy in curriculum design in many engineering courses around the world. PBL is based on some fundamental principles (Graaff & Kolmos, 2003): Principle #1 - problem with a high relationship with the professional context of engineering that relevant and very significant to students; Principle #2 - interdisciplinarity that permits the students to link theory and practice and establish between different areas of knowledge; Principle #3 - teamwork with students and teachers engaged with the team learning. PBL is frequently accompanied by one or more assessment strategies of the team participants, since individual technical tests may not measure the entire learning developed by the team. A modern engineer should know to work within interdisciplinary e multicultural teams and know to recognize the teammates' potentials for the development of the projects. The technical competences are very important, but it is very important that the engineer become a self-learner and be able to do self-monitoring to adapt to fast changing needs.