Embedding Dispositions in Peer Assessment for Software Teams: More than just a "Product'" Focus

Tom Crick*, Tom Prickett*, Andrew Turnbull

*Corresponding author for this work

Research output: Contribution to conference › Poster › peer-review

1 Citation (Scopus)
25 Downloads (Pure)

Abstract

Both the Computing Curricula 2020 (CC2020) and emerging Computer Science Curricula 2023 (CS2023) guidelines indicate a shift towards competency-based education, where learners apply their knowledge, dispositions and skills in tasks as part of their studies. This approach aims to further enhance graduates’ work-readiness and tackle global issues of unemployment and underemployment among computing graduates. Peer assessment is increasingly used in team software engineering and capstone projects to ensure fair recognition of individual contributions. As competency-based learning becomes more prevalent, peer assessment needs to not only consider project outcomes, but also aspects of knowledge, dispositions and skills. This poster presents preliminary work on how one UK university’s computer science undergraduate degree employs the Team-Q metric to address this challenge.
Original languageEnglish
Pages1
Number of pages1
DOIs
Publication statusAccepted/In press - 17 Jul 2023
EventUnited Kingdom and Ireland Computing Education Research (UKICER) conference 2023 - Swansea University, Swansea, United Kingdom
Duration: 7 Sept 2023 → 8 Sept 2023
https://www.ukicer.com/

Conference

ConferenceUnited Kingdom and Ireland Computing Education Research (UKICER) conference 2023
Abbreviated titleUKICER'23
Country/TerritoryUnited Kingdom
CitySwansea
Period7/09/23 → 8/09/23
Internet address

Keywords

  • Peer assessment
  • Dispositions
  • Teams
  • Competency-based learning

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

  • SDG 4 - Quality Education
  • SDG 8 - Decent Work and Economic Growth

Access to Document

    • 1 Citations
    • 3 Conference contribution

    • A preliminary study of peer assessment feedback within team software development projects

      Crick, T., Prickett, T. & Bradnum, J., 3 Mar 2022, SIGCSE 2022: Proceedings of the 53rd ACM Technical Symposium on Computer Science Education. Merkle, L., Doyle, M., Stephens-Martinez , K., Sheard, J., Soh, L.-K. & Dorn, B. (eds.). New York: ACM, Vol. 2. p. 1169 1 p.

      Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

      Open Access
      File
      2 Citations (Scopus)
      21 Downloads (Pure)

    • Gender parity in peer assessment of team software development projects

      Crick, T., Prickett, T., Bradnum, J. & Godfrey, A., 6 Jan 2022, CEP 2022: Computing Education Practice Conference. English, R. & Stewart, C. (eds.). New York: ACM, p. 9-12 4 p.

      Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

      Open Access
      File
      10 Citations (Scopus)
      27 Downloads (Pure)

    • Toward Competency-Based Professional Accreditation in Computing

      Raj, R. K., Impagliazzo, J., Aly, S. G., Bowers, D. S., Connamacher, H., Kurkovsky, S., MacKellar, B., Prickett, T. & Samary, M. M., 27 Dec 2022, ITiCSE-WGR '22: Proceedings of the 2022 Working Group Reports on Innovation and Technology in Computer Science Education. Becker, B. A., Quille, K., Laakso, M.-J. & Barendsen, E. (eds.). New York, US: ACM, p. 1-35 35 p.

      Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

      Open Access
      File
      68 Downloads (Pure)

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