Capstone project

Farrell, Vivienne; Ravalli, Gilbert; Farrell, Graham; Kindler, Paul; Hall, David S.

doi:10.1145/2325296.2325339

Cited by 30 publications

(6 citation statements)

References 16 publications

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“…The ability to lower the grades for group members not contributing enough to the group is a main concern of many students [Farrell et al 2012]. "Free-riders" normally receive relative low grades by their peers [LeJeune 2006;Clark et al 2005].…”

Section: Discussion In Relation To Related Workmentioning

confidence: 99%

“…A common argument for peer-review is that teachers cannot always be present in the team-work and students have a much richer source of information. Several reports point out both that students have confidence in peer assessment [Farrell et al 2012], and that the accuracy is acceptable [Herbert 2007;LeJeune 2006].…”

Section: Discussion In Relation To Related Workmentioning

confidence: 99%

“…An alternative is that the students perform the assessment themselves, using peer or self assessments [Clark et al 2005;Wilkins and Lawhead 2000]. Clearly, assessment techniques need to involve both teachers and students and it is essential that such assessment techniques are both fair and accountable [Farrell et al 2012].…”

Section: Introductionmentioning

confidence: 99%

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Assessing Large-Project Courses

Vasilevskaya

Broman

Sandahl

2015

ACM Trans. Comput. Educ.

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In a modern computing curriculum, large project courses are essential to give students hands-on experience of working in a realistic software engineering project. Assessing such projects is, however, extremely challenging. There are various aspects and tradeoffs of assessments that can affect the course quality. Individual assessments can give fair grading of individuals, but may loose focus of the project as a group activity. Extensive teacher involvement is necessary for objective assessment, but may affect the way students are working. Continuous feedback to students can enhance learning, but may be hard to combine with fair assessment. Most previous work focuses on some specific assessment aspect, whereas we in this paper present an assessment model that consists of a collection of assessment activities, each covering different aspects. We have applied, developed, and improved these activities during a seven-year period. To evaluate the usefulness of the model, we perform questionnaire-based surveys over a two-years period. Furthermore, we design and execute an experiment that studies to what extent students can perform fair peer assessment and to what degree the assessments of students and teachers agree. We analyze the results, discuss findings, and summarize lessons learned.

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Section: Discussion In Relation To Related Workmentioning

confidence: 99%

Section: Discussion In Relation To Related Workmentioning

confidence: 99%

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Assessing Large-Project Courses

Vasilevskaya

Broman

Sandahl

2015

ACM Trans. Comput. Educ.

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“…They found that 94% of their students wanted to identify -free-riders‖, 79% felt that individual grades were preferable to group marks. Farell et al [5], study the senior projects within the ICT industry. Their study was restricted the student group size from 3 to 5.…”

Section: Literature Reviewmentioning

confidence: 99%

A Novel Design of Management Senior Project for Engineering Students

Kadry¹,

Hami²

2016

IJIET

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Abstract-The senior project course for engineering students has a vital role in complementing the "learn by doing" education engineering students in any university. The senior project course is, usually, a two semester course. This short time frame, poses challenges for both students and faculty. Students have to achieve the outcomes of the project to a certain extent and the faculty has to manage, follow up and evaluate efficiently the work of their students individually and by group. One common problem in senior project is the missing of the control during the visit of the students to a company for project preparation purpose. In this paper, we propose a new and efficient design of follow up for faculty to manage properly and evaluate effectively the individual progress of the students during the preparation of their senior projects and to avoid "free riders" situation. Our idea is based on the mobile technology to track the students' progress, meeting, and visiting industry and so on. The proposed idea is helpful to avoid free-riding students also provides instructors with solid evidence of the student progress.Index Terms-Senior project, student follow up, project progress, mobile technology.

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“…Several studies have proposed frameworks for group work assessment that considers individual contributions [24] [25] [2] [4]. For example [26], presented an on-line Team Contribution System that attempted to provide an accountable assessment for both individuals and groups.…”

Section: Related Workmentioning

confidence: 99%

Supporting the Assessment of Collaborative Design Activities in Multi-tabletop Classrooms

Granda

Echeverria

Chiluiza

et al. 2015

2015 Asia-Pacific Conference on Computer Aided System Engineering

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The present study describes a proposed multitabletop system for supporting collaborative database design activities in the classroom. Additionally, two experiments were conducted to evaluate students' and teachers' perceptions of the proposed system potential on aspects of group work assessment such as: ease of grading individuals as well as groups; equality of students' participation; and, capability to accurately reflect individual contributions. Ten educators and 22 students from a Computer Science program participated in the experiments. The findings of this work show that the use of the proposed system impacted positively on the educators' perception about the ease of grading individuals and groups. In addition, distinguishing users in collaborative group work is key for decreasing social-loafing. The results suggest that the proposed system does have potential to support a better group work assessment.

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Capstone project

Cited by 30 publications

References 16 publications

Assessing Large-Project Courses

Assessing Large-Project Courses

A Novel Design of Management Senior Project for Engineering Students

Supporting the Assessment of Collaborative Design Activities in Multi-tabletop Classrooms

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