The software engineering capstone: structure and tradeoffs
SIGCSE '02 Proceedings of the 33rd SIGCSE technical symposium on Computer science education
Student effort in semester-long and condensed capstone project courses
Journal of Computing Sciences in Colleges
SEEP '98 Proceedings of the 1998 International Conference on Software Engineering: Education & Practice
Providing process for projects in capstone courses
Proceedings of the 8th annual conference on Innovation and technology in computer science education
Effective peer assessment for learning computer programming
Proceedings of the 9th annual SIGCSE conference on Innovation and technology in computer science education
Finding an "ideal" model for our capstone experience
Journal of Computing Sciences in Colleges
Assessing the capability and maturity of capstone software engineering projects
ACE '08 Proceedings of the tenth conference on Australasian computing education - Volume 78
Capstone project: fair, just and accountable assessment
Proceedings of the 17th ACM annual conference on Innovation and technology in computer science education
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Providing undergraduate and postgraduate Computer Science students with valuable practical, real-life experiences during Software Engineering courses is considered a necessity. These experiences should integrate theoretical knowledge with practical skills in order to enhance employability skills and prepare students for the industry. A common practice in order to achieve this goal is having students work in groups in Software Engineering Capstone projects. Despite the numerous benefits, however, capstone projects impose a number of challenges for educators. One of them is the fair assessment of students within a group. This paper presents an assessment scheme that takes into consideration both the individual effort that a student places in a groupwork capstone project, as well as, the value of the effort as perceived by teammates via peer assessment. The assessment scheme and the utilized peer assessment form are validated through questionnaires. Students' perceptions concerning their experiences in past projects as well as their opinions about the specific assessment scheme are gathered and analyzed. The results are encouraging and provide an indication that the proposed assessment method which integrates peer assessment promotes a more fair assessment for Software Engineering Capstone projects.