Towards a Paradigm Change in Group and Peer Assessment in Software Engineering Education

Paul Vossen*, Suraj Ajit*

*Corresponding author for this work

Research output: Contribution to Book/ReportConference Contribution

Abstract

Conventional approaches to group and peer assessment are invariably based on highly questionable assumptions about educational measurement and how to weight and aggregate multiple scores into an overall judgement of outcome and performance. In this paper, we propose an alternative ap-proach based on a sound theory of educational scoring and rating. Our approach is particularly relevant for software engineering education where group projects with multiple types of outcomes are used to assess individual students. We will also present recent progress with two experimental tools incorporating our novel approach and compare the latter with some well-known tools based on conventional ap-proaches. We will focus on explaining the reasons for and benefits of adopting this paradigm changing approach to group-peer marking.
Original languageEnglish
Title of host publicationProceedings of the 32nd IEEE International Conference on Software Engineering Education & Training (CSEE&T 2020)
Pages1-8
Number of pages8
Publication statusAccepted/In press - 26 May 2020
Event32nd IEEE International Conference on Software Engineering Education & Training (CSEE&T 2020) - Germany, Munich, Germany
Duration: 9 Nov 202012 Nov 2020
https://ase.in.tum.de/cseet2020/

Conference

Conference32nd IEEE International Conference on Software Engineering Education & Training (CSEE&T 2020)
CountryGermany
CityMunich
Period9/11/2012/11/20
Internet address

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  • Activities

    • 1 Oral presentation

    Authentic assessment of group work: issues, models and tools

    Suraj Ajit (Author)

    7 Jul 2020

    Activity: Academic Talks or PresentationsOral presentationResearch

    File

    Cite this

    Vossen, P., & Ajit, S. (Accepted/In press). Towards a Paradigm Change in Group and Peer Assessment in Software Engineering Education. In Proceedings of the 32nd IEEE International Conference on Software Engineering Education & Training (CSEE&T 2020) (pp. 1-8)