Towards a Paradigm Change in Group and Peer Assessment in
Software Engineering EducationPaul Vossen*, Suraj Ajit*
*Corresponding author for this work
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 approach 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 approaches. We will focus on explaining the reasons for and benefits of adopting this paradigm-changing approach to group-peer marking.
Proceedings of the 32nd IEEE
International Conference on Software Engineering Education & Training
(CSEE&T 2020)
Pages 1-8
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