Evaluating individuals in team projects
Proceedings of the thirty-first SIGCSE technical symposium on Computer science education
Agile Software Development with Scrum
Agile Software Development with Scrum
Self and peer assessment in software engineering projects
ACE '05 Proceedings of the 7th Australasian conference on Computing education - Volume 42
Assessment of individuals on CS group projects
Journal of Computing Sciences in Colleges
Quantitative peer assessment: can students be objective?
ACE '07 Proceedings of the ninth Australasian conference on Computing education - Volume 66
Peer Assessment of Group-Based Software Engineering Projects
ASWEC '08 Proceedings of the 19th Australian Conference on Software Engineering
Should Software Engineering Projects Be the Backbone or the Tail of Computing Curricula?
CSEET '10 Proceedings of the 2010 23rd IEEE Conference on Software Engineering Education and Training
The virtual agile enterprise: Making the most of a software engineering course
CSEET '11 Proceedings of the 2011 24th IEEE-CS Conference on Software Engineering Education and Training
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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Larger project courses, such as capstone projects, are essential in a modern computing curriculum. Assessing such projects is, however, extremely challenging. There are various aspects and tradeoffs of assessments that can affect the quality of a project course. Individual assessments can give fair grading of individuals, but may loose focus of the project as a group activity. Extensive teacher involvement is necessary for objective assessment, but may affect the way students are working. Continuous feedback to students can enhance learning, but may be hard to combine with fair assessment. Most previous work is focusing on some specific assessment aspect, whereas we in this paper present an assessment model that consists of a collection of assessment activities, each covering different aspects. We have applied, developed, and improved these activities during a six-year period and evaluated their usefulness by performing a questionnaire-based survey.