Gender parity in peer assessment of team software development projects

Crick, Tom, Prickett, Tom, Bradnum, Jill and Godfrey, Alan (2021) Gender parity in peer assessment of team software development projects. In: CEP ’22: ACM Computing Education Practice Conference. ACM, United States. (In Press)

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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.

Item Type: Book Section
Additional Information: ACM Computing Education Practice Conference 2022, CEP 20202; Durham, 6 Jan 2022
Uncontrolled Keywords: peer assessment, group projects, team working, gender, diversity
Subjects: G400 Computer Science
N900 Others in Business and Administrative studies
Department: Faculties > Engineering and Environment > Computer and Information Sciences
Related URLs:
Depositing User: John Coen
Date Deposited: 09 Nov 2021 11:07
Last Modified: 09 Nov 2021 11:15
URI: http://nrl.northumbria.ac.uk/id/eprint/47675

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