An assessment model for large project courses
Maria Vasilevskaya, David Broman, Kristian Sandahl · 2014
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.