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Conference Paper/Proceeding/Abstract 21805 views

A Preliminary Study of Peer Assessment Feedback within Team Software Development Projects

Tom Crick Orcid Logo, Tom Prickett, Jill Bradnum

Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2

Swansea University Author: Tom Crick Orcid Logo

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DOI (Published version): 10.1145/3478432.3499126

Abstract

Team-based software development projects where teams of learners design and develop software artefacts are common in computing- related degree programmes in the UK and other jurisdictions. Peer assessment is a commonly used approach to ensure learners are fairly recognised and rewarded for their con...

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Published in: Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2
ISBN: 9781450390712
Published: New York, NY, USA ACM 2022
URI: https://cronfa.swan.ac.uk/Record/cronfa58558
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first_indexed 2021-11-07T20:51:10Z
last_indexed 2022-04-05T03:18:02Z
id cronfa58558
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spelling 2022-04-04T16:10:14.5081408 v2 58558 2021-11-07 A Preliminary Study of Peer Assessment Feedback within Team Software Development Projects 200c66ef0fc55391f736f6e926fb4b99 0000-0001-5196-9389 Tom Crick Tom Crick true false 2021-11-07 EDUC Team-based software development projects where teams of learners design and develop software artefacts are common in computing- related degree programmes in the UK and other jurisdictions. Peer assessment is a commonly used approach to ensure learners are fairly recognised and rewarded for their contributions to such projects. This poster presents a preliminary study analysing the relationship between peer marking using the Team-Q rubric and peer feedback from one cohort using open coding and sentiment analysis. The preliminary results from a UK institutional study (N=124) illustrate how learner behaviours within teams appear to impact upon peer scores and the sentiment and intensity of emotion expressed in peer feedback. Additionally, the results provide valuable insights into common behaviours within teams. Given the prominence of team projects in computing curricula, the insights offered from this UK institutional study can shape and inform future learning, teaching and assessment practice. Conference Paper/Proceeding/Abstract Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 ACM New York, NY, USA 9781450390712 3 3 2022 2022-03-03 10.1145/3478432.3499126 COLLEGE NANME Education COLLEGE CODE EDUC Swansea University Not Required 2022-04-04T16:10:14.5081408 2021-11-07T20:48:28.1493011 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Tom Crick 0000-0001-5196-9389 1 Tom Prickett 2 Jill Bradnum 3
title A Preliminary Study of Peer Assessment Feedback within Team Software Development Projects
spellingShingle A Preliminary Study of Peer Assessment Feedback within Team Software Development Projects
Tom Crick
title_short A Preliminary Study of Peer Assessment Feedback within Team Software Development Projects
title_full A Preliminary Study of Peer Assessment Feedback within Team Software Development Projects
title_fullStr A Preliminary Study of Peer Assessment Feedback within Team Software Development Projects
title_full_unstemmed A Preliminary Study of Peer Assessment Feedback within Team Software Development Projects
title_sort A Preliminary Study of Peer Assessment Feedback within Team Software Development Projects
author_id_str_mv 200c66ef0fc55391f736f6e926fb4b99
author_id_fullname_str_mv 200c66ef0fc55391f736f6e926fb4b99_***_Tom Crick
author Tom Crick
author2 Tom Crick
Tom Prickett
Jill Bradnum
format Conference Paper/Proceeding/Abstract
container_title Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2
publishDate 2022
institution Swansea University
isbn 9781450390712
doi_str_mv 10.1145/3478432.3499126
publisher ACM
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
document_store_str 0
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description Team-based software development projects where teams of learners design and develop software artefacts are common in computing- related degree programmes in the UK and other jurisdictions. Peer assessment is a commonly used approach to ensure learners are fairly recognised and rewarded for their contributions to such projects. This poster presents a preliminary study analysing the relationship between peer marking using the Team-Q rubric and peer feedback from one cohort using open coding and sentiment analysis. The preliminary results from a UK institutional study (N=124) illustrate how learner behaviours within teams appear to impact upon peer scores and the sentiment and intensity of emotion expressed in peer feedback. Additionally, the results provide valuable insights into common behaviours within teams. Given the prominence of team projects in computing curricula, the insights offered from this UK institutional study can shape and inform future learning, teaching and assessment practice.
published_date 2022-03-03T04:15:11Z
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score 11.012678

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