Citation
Maria Vasilevskaya, David Broman, Kristian Sandahl. "An Assessment Model for Large Project Courses". Proceedings of the 45th ACM Technical Symposium on Computer Science Education (SIGCSE), March, 2014.

Abstract
Larger project courses, such as capstone projects, are essential in a modern computing curriculum. Assessing such projects is, however, extremely challenging. There are various aspects and tradeoffs of assessments that can affect the quality of a project course. 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 is focusing 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 six-year period and evaluated their usefulness by performing a questionnaire-based survey.

Electronic downloads

• vasilevskaya-et-al-2014-assessment-model.pdf · application/pdf · 460 kbytes
• http://dx.doi.org/10.1145/2538862.2538947

• HTML

  Maria Vasilevskaya, David Broman, Kristian Sandahl. <a
  href="http://chess.eecs.berkeley.edu/pubs/1051.html"
  >An Assessment Model for Large Project Courses</a>,
  Proceedings of the 45th ACM Technical Symposium on Computer
  Science Education (SIGCSE), March, 2014.

• Plain text

  Maria Vasilevskaya, David Broman, Kristian Sandahl. "An
  Assessment Model for Large Project Courses".
  Proceedings of the 45th ACM Technical Symposium on Computer
  Science Education (SIGCSE), March, 2014.

• BibTeX

  @inproceedings{VasilevskayaBromanSandahl14_AssessmentModelForLargeProjectCourses,
      author = {Maria Vasilevskaya and David Broman and Kristian
                Sandahl},
      title = {An Assessment Model for Large Project Courses},
      booktitle = {Proceedings of the 45th ACM Technical Symposium on
                Computer Science Education (SIGCSE)},
      month = {March},
      year = {2014},
      abstract = {Larger project courses, such as capstone projects,
                are essential in a modern computing curriculum.
                Assessing such projects is, however, extremely
                challenging. There are various aspects and
                tradeoffs of assessments that can affect the
                quality of a project course. 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 is focusing 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 six-year period and
                evaluated their usefulness by performing a
                questionnaire-based survey.},
      URL = {http://chess.eecs.berkeley.edu/pubs/1051.html}
  }
  

Posted by David Broman on 15 Jan 2014.
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