Abstract
Collaborative and experiential learning has many proven merits. Team projects with real clients motivate students to put in the time for successfully completing demanding projects. However, assessing student performance where individual student contributions are separated from the collective contribution of the team as a whole is not a straightforward, simple task. Assessment data from multiple sources, including students as assessors of their own work and peers' work, is critical to measuring certain student learning outcomes, such as responsible team work and timely communication. In this paper we present our experience with assessing collaborative and experiential learning in five Computer Information Systems courses. The courses were scheduled over three semesters and enrolled 57 students. Student performance and student feedback data were used to evaluate and refine our assessment methodology. We argue that assessment data analysis improved our understanding of (1) the assessment measures that support more closely targeted learning outcomes and (2) how those measures should be implemented.
- Clark, N., Evaluating student teams developing unique industry projects, Proceedings of the 7th Australian Computing Education Conference, Newcastle, Australia, 2005. Google Scholar
- Clark, N., Davies, P., and Skeers, R. 2005. Self and Peer Assessment in Software Engineering Projects. In Proceedings of the 7th Australian Computing Education Conference (Newcastle, Australia, 2005). Google Scholar
- Gorka, S., Miller, J. R., and Howe, B. J. Developing realistic capstone projects in conjunction with industry, SIGITE Conference Proceedings, Sandestin, FL, 2007. Google Scholar
- Grisham, P. S., Krasner, H., and Perry, D. E., Data engineering education with real-world projects, SIGCSE Bulletin, 38, (2), 64--68, 2006. Google Scholar
- Judith, W. C., Bair, B., Borstler, J., Timothy, L., and Surendran, K., Client sponsored projects in software engineering courses, SIGCSE Bulletin, 35, (1), 401--402, 2003. Google Scholar
- LeJeune, J., Assessment of individuals on CS group projects, Journal of Computing Sciences in Colleges, 22 (1), 2006. Google Scholar
- Leidig, P. M., Ferguson, R., and Leidig, J., The use of community-based non-profit organization in information systems capstone projects, SIGCSE Bulletin, 38, (3), 2006. Google Scholar
- Morelli, R., Tucker, A., Danner, N, De Lanerolle, T. R., Ellis, H. J. C., Ismirli, O., Krizanc, D., and Parker, G., Revitalizing computing education through free and open source software for humanity, Communications of the ACM, 52, (8), 67--75, 2009. Google Scholar
- Smith, III, H. H. and Smarkusky, D., Competency matrices for peer assessment of individuals in team projects, SIGITE Conference Proceedings, Newark, NJ, 2005. Google Scholar
- Walvoord, B. E. and Anderson, V. J. Effective Grading: A tool for learning and assessment, San Francisco, CA: Joseey-Bass, 1998.Google Scholar
Index Terms
- Assessing collaborative and experiential learning
Recommendations
Experiential Learning, Competitive Selection, and Downside Risk: A New Perspective on Managerial Risk Taking
It is part of managerial wisdom that managers need to take risks in order to succeed. This is in stark contrast to the prominent agent-based theories of experiential learning and competitive selection that are known to be biased against risky ...
Assessing online collaborative learning: process and product
The assessment of online collaborative study presents new opportunities and challenges, both in terms of separating the process and product of collaboration, and in the support of skills development. The purpose of this paper is to explore the role of ...
Assessing student learning in software engineering
Program assessment plays a key role in measuring student learning and improving the program. Assessing programs is an iterative and incremental process that consists of a series of activities conducted by stakeholders such as faculty members, students ...
Comments