New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Software Engineering Constituent Committee
Student assessment can be complex task for an engineering instructor. Instructors can easily measure a student’s declarative knowledge with a written exam. However, engineering students assuredly must also be able to gain procedural knowledge from their courses to succeed in our competitive workforce. In general, projects are used to measure the procedural knowledge. Assessments of software engineering projects pose many challenges. The difficulty stems from the fact that a single software requirement may be expressed with varying degrees of complexity. For example, in a software construction course where students develop a software system, one requirement may be to capture user input about the client portion of the system. Students may capture this requirement with varying degrees of complexity based on their development experience. Since there is no single correct answer, instructors may utilize additional modes of assessment for this project, such as peer assessment. Some instructors may hesitate from using student peer evaluation to assess projects because they think the reviews may be biased. However, research has shown that self assessment and peer assessment are more effective than instructor formative assessment .
We have collected peer-assessment and self-assessment data from a resident section of a software construction course. This course is a core requirement in a graduate program in software engineering at a large research university. We are evaluating the peer assessment data to determine the effectiveness of the peer assessment process as compared to a formative assessment by the instructor.
1. De Sande, J.C.G., Godino-Llorente, J.I., “Peer Assessment and Self-Assessment: Effective Learning Tools in Higher Education,” International Journal of Engineering Education, Volume 30, No. 3, pp. 711-721, 2014.
Richmond, S. S., & Satyamurthy, K., & DeFranco, J. F. (2016, June), Exploring the Value of Peer Assessment Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26872
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