Proceedings of the 5th annual SIGCSE/SIGCUE ITiCSEconference on Innovation and technology in computer science education
Evaluating individual contribution toward group software engineering projects
Proceedings of the 25th International Conference on Software Engineering
CSEE '96 Proceedings of the 9th Conference on Software Engineering Education
Effective peer assessment for learning computer programming
Proceedings of the 9th annual SIGCSE conference on Innovation and technology in computer science education
Team projects throughout the curriculum: course management, teaching initiatives and outreach
Journal of Computing Sciences in Colleges
Methods to improve the validity and sensitivity of a self/peerassessment instrument
IEEE Transactions on Education
A configurable assessment information system
Proceedings of the 7th conference on Information technology education
A collaborative and experiential learning model powered by real-world projects
SIGITE '08 Proceedings of the 9th ACM SIGITE conference on Information technology education
Assessing collaborative and experiential learning
Journal of Computing Sciences in Colleges
Multidisciplinary computer science through conducting robots
Proceedings of the 42nd ACM technical symposium on Computer science education
CodeWave: a real-time, collaborative IDE for enhanced learning in computer science
Proceedings of the 43rd ACM technical symposium on Computer Science Education
Collaboration across the curriculum: a disciplined approach todeveloping team skills
Proceedings of the 43rd ACM technical symposium on Computer Science Education
Evaluation of issue-tracker's effectiveness for measuring individual performance on group projects
Proceedings of the 50th Annual Southeast Regional Conference
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Assessing individual contributions on team projects and promoting the maturation of team knowledge skills in students is difficult. Traditional assessment tools score an individual over a set of categories that are loosely defined and lack well-defined expectations. Further, for curriculum in which team-based learning is a primary component, the traditional approach to assessment fails to provide visibility to the students as to how their team-knowledge skills should mature as they progress. In this paper we present a competency matrix based approach that defines expected performance for required team knowledge skills, where assessment is performed relative to the expectations for the current level of the student. This competency matrix not only provides guidance and clarification for students learning these skills as they mature in their academic careers but also provides a foundation for self and peer assessments. A comparison survey was distributed to students at various levels within the curriculum currently using a traditional assessment instrument. While the students recognized that the competency-based approach was more involved and time consuming, the results of that survey demonstrate that students have a stronger preference for the competency matrix approach. We also include a discussion of the benefits and difficulties associated with this model and future work.