Gender parity in peer assessment of team software development projects

Tom Crick; Tom Prickett; Jill Bradnum; Alan Godfrey

doi:10.1145/3498343.3498346

Gender parity in peer assessment of team software development projects

Tom Crick, Tom Prickett, Jill Bradnum, Alan Godfrey

School of Computer Science

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

12 Citations (Scopus)

44 Downloads (Pure)

Abstract

Development projects in which small teams of learners develop software/digital artefacts are common features of computing-related degree programmes. Within these team projects, it can be problematic ensuring students are fairly recognised and rewarded for the contribution they make to the collective team effort and outputs. Peer assessment is a commonly used approach to promote fairness and due recognition. Maintaining parity within assessment processes is also a critical aspect of fairness. This paper presents the processes employed for the operation of one such team project at a UK higher education institution, using the Team-Q rubric and analysing the impact of the (self-identified) gender of learner marking and the learner being marked on the scores obtained. The results from this institutional sample (N=121) using the Team-Q metric offers evidence of gender parity in this context. This study also makes the case for continued vigilance to ensure Team-Q and other rubrics are used in a manner that supports gender parity in computing.

Original language	English
Title of host publication	CEP 2022
Subtitle of host publication	Computing Education Practice Conference
Editors	Rosanne English, Craig Stewart
Place of Publication	New York
Publisher	ACM
Pages	9-12
Number of pages	4
ISBN (Electronic)	9781450395618
DOIs	https://doi.org/10.1145/3498343.3498346
Publication status	Published - 6 Jan 2022
Event	ACM Computing Education Practice Conference 2022 - Durham University, Durham, United Kingdom Duration: 6 Jan 2022 → 6 Jan 2022 Conference number: 6 https://cepconference.webspace.durham.ac.uk/

Conference

Conference	ACM Computing Education Practice Conference 2022
Abbreviated title	CEP 20202
Country/Territory	United Kingdom
City	Durham
Period	6/01/22 → 6/01/22
Internet address	https://cepconference.webspace.durham.ac.uk/

Keywords

peer assessment
group projects
team working
gender
diversity

UN SDGs

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

Access to Document

10.1145/3498343.3498346

PeerAssessment_submitted (1)Accepted author manuscript, 389 KB

Cite this

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title = "Gender parity in peer assessment of team software development projects",

abstract = "Development projects in which small teams of learners develop software/digital artefacts are common features of computing-related degree programmes. Within these team projects, it can be problematic ensuring students are fairly recognised and rewarded for the contribution they make to the collective team effort and outputs. Peer assessment is a commonly used approach to promote fairness and due recognition. Maintaining parity within assessment processes is also a critical aspect of fairness. This paper presents the processes employed for the operation of one such team project at a UK higher education institution, using the Team-Q rubric and analysing the impact of the (self-identified) gender of learner marking and the learner being marked on the scores obtained. The results from this institutional sample (N=121) using the Team-Q metric offers evidence of gender parity in this context. This study also makes the case for continued vigilance to ensure Team-Q and other rubrics are used in a manner that supports gender parity in computing.",

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AU - Bradnum, Jill

AU - Godfrey, Alan

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Y1 - 2022/1/6

N2 - Development projects in which small teams of learners develop software/digital artefacts are common features of computing-related degree programmes. Within these team projects, it can be problematic ensuring students are fairly recognised and rewarded for the contribution they make to the collective team effort and outputs. Peer assessment is a commonly used approach to promote fairness and due recognition. Maintaining parity within assessment processes is also a critical aspect of fairness. This paper presents the processes employed for the operation of one such team project at a UK higher education institution, using the Team-Q rubric and analysing the impact of the (self-identified) gender of learner marking and the learner being marked on the scores obtained. The results from this institutional sample (N=121) using the Team-Q metric offers evidence of gender parity in this context. This study also makes the case for continued vigilance to ensure Team-Q and other rubrics are used in a manner that supports gender parity in computing.

AB - Development projects in which small teams of learners develop software/digital artefacts are common features of computing-related degree programmes. Within these team projects, it can be problematic ensuring students are fairly recognised and rewarded for the contribution they make to the collective team effort and outputs. Peer assessment is a commonly used approach to promote fairness and due recognition. Maintaining parity within assessment processes is also a critical aspect of fairness. This paper presents the processes employed for the operation of one such team project at a UK higher education institution, using the Team-Q rubric and analysing the impact of the (self-identified) gender of learner marking and the learner being marked on the scores obtained. The results from this institutional sample (N=121) using the Team-Q metric offers evidence of gender parity in this context. This study also makes the case for continued vigilance to ensure Team-Q and other rubrics are used in a manner that supports gender parity in computing.

KW - peer assessment

KW - group projects

KW - team working

KW - gender

KW - diversity

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M3 - Conference contribution

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BT - CEP 2022

A2 - English, Rosanne

A2 - Stewart, Craig

PB - ACM

CY - New York

T2 - ACM Computing Education Practice Conference 2022

Y2 - 6 January 2022 through 6 January 2022

ER -

Gender parity in peer assessment of team software development projects

Abstract

Conference

Keywords

UN SDGs

Access to Document

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

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