Negotiated assessment criteria and peer assessment in software engineering group project work: A case study

Utting, Ian (1999) Negotiated assessment criteria and peer assessment in software engineering group project work: A case study. In: What have they learned? Assessment of Student Learning in Higher Education. (Full text available)

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Abstract

The core second level course in Software Engineering for Computer Science students at the University of Kent has, for many years, included a substantial design-and-build group project component. In recent years, this has been enhanced to address a number of issues crucial to students' development as reflective, professional practitioners. These include: . group allocation and formation . appropriate technical and non-technical goal-setting within the context of the taught material. These goals are used both to guide practice and as a basis for assessment. . students' critical evaluation of their own and others' achievements, in the context of moderated self and peer assessment. Although the work is assessed as a group, it has proved possible to account for variations between individuals' efforts using a novel questionnaire based approach initially developed by the University of Exeter. Problems (for both staff and students) in the implementation of these enhancements to the group learning and educational experience are addressed, and identified beneficial solutions are described. The value of this approach is situated firstly in terms of changes to the students' approach to subsequent, less constrained, project work, and secondly against the stated learning outcomes of the project; their improved technical and professional practices.

Item Type: Conference or workshop item (Paper)
Subjects: Q Science > QA Mathematics (inc Computing science) > QA 76 Software, computer programming,
Divisions: Faculties > Science Technology and Medical Studies > School of Computing > Computing Education Group
Depositing User: Mark Wheadon
Date Deposited: 03 Nov 2009 14:14
Last Modified: 06 Sep 2011 04:06
Resource URI: http://kar.kent.ac.uk/id/eprint/21848 (The current URI for this page, for reference purposes)
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