Introduction to the personal software process
Introduction to the personal software process
Evaluating individuals in team projects
Proceedings of the thirty-first SIGCSE technical symposium on Computer science education
Evaluating individual contribution toward group software engineering projects
Proceedings of the 25th International Conference on Software Engineering
Evaluating student teams developing unique industry projects
ACE '05 Proceedings of the 7th Australasian conference on Computing education - Volume 42
Self and peer assessment in software engineering projects
ACE '05 Proceedings of the 7th Australasian conference on Computing education - Volume 42
Autorating: getting individual marks from team marks and enhancing teamwork
FIE '95 Proceedings of the Frontiers in Education Conference, on 1995. Proceedings., 1995 - Volume 02
A structured approach for managing a practical software engineering course
FIE '00 Proceedings of the 30th Annual Frontiers in Education - Volume 01
Designing Project-Based Courses with a Focus on Group Formation and Assessment
ACM Transactions on Computing Education (TOCE)
Proceedings of the 10th ACM conference on SIG-information technology education
Trust-based peer assessment for virtual learning systems
SocInfo'10 Proceedings of the Second international conference on Social informatics
Students' perceptions of peer evaluation in project work
ACE '11 Proceedings of the Thirteenth Australasian Computing Education Conference - Volume 114
An assessment model for large project courses
Proceedings of the 45th ACM technical symposium on Computer science education
| Hi-index | 0.00 |
Team work can have a positive impact on student learning and commitment, but it is challenging to determine a method of assessment that does not require lecturers to involve themselves intimately with each team. Team members are often the best source of meaningful data, and as a result, lecturers are including self and peer assessment. One method of peer assessment is to have team members quantify their own contribution and that of team members. Concerns have been raised in the literature about distribution patterns with this method of peer assessment. An online peer assessment system has been capturing data from a capstone project course for three years with over 24 teams and 100 students each year. This paper analyses the following questions: do students take the easy option of equal distribution to avoid conflict, are students honest about their own contribution, are females treated fairly and are international students unfairly discriminated against.