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Conference Paper/Proceeding/Abstract 695 views

Gender parity in peer assessment of team software development projects

Tom Crick Orcid Logo, Tom Prickett, Jill Bradnum, Alan Godfrey

Computing Education Practice 2022

Swansea University Author: Tom Crick Orcid Logo

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DOI (Published version): 10.1145/3498343.3498346

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...

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Published in: Computing Education Practice 2022
ISBN: 978-1-4503-9561-8
Published: New York, NY, USA ACM 2022
URI: https://cronfa.swan.ac.uk/Record/cronfa58573
first_indexed 2021-11-08T11:19:54Z
last_indexed 2022-01-05T04:27:03Z
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spelling 2022-01-04T12:23:18.0285818 v2 58573 2021-11-08 Gender parity in peer assessment of team software development projects 200c66ef0fc55391f736f6e926fb4b99 0000-0001-5196-9389 Tom Crick Tom Crick true false 2021-11-08 SOSS 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 mark- ing 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. Conference Paper/Proceeding/Abstract Computing Education Practice 2022 ACM New York, NY, USA 978-1-4503-9561-8 6 1 2022 2022-01-06 10.1145/3498343.3498346 COLLEGE NANME Social Sciences School COLLEGE CODE SOSS Swansea University Not Required 2022-01-04T12:23:18.0285818 2021-11-08T11:16:42.2738078 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Tom Crick 0000-0001-5196-9389 1 Tom Prickett 2 Jill Bradnum 3 Alan Godfrey 4
title Gender parity in peer assessment of team software development projects
spellingShingle Gender parity in peer assessment of team software development projects
Tom Crick
title_short Gender parity in peer assessment of team software development projects
title_full Gender parity in peer assessment of team software development projects
title_fullStr Gender parity in peer assessment of team software development projects
title_full_unstemmed Gender parity in peer assessment of team software development projects
title_sort Gender parity in peer assessment of team software development projects
author_id_str_mv 200c66ef0fc55391f736f6e926fb4b99
author_id_fullname_str_mv 200c66ef0fc55391f736f6e926fb4b99_***_Tom Crick
author Tom Crick
author2 Tom Crick
Tom Prickett
Jill Bradnum
Alan Godfrey
format Conference Paper/Proceeding/Abstract
container_title Computing Education Practice 2022
publishDate 2022
institution Swansea University
isbn 978-1-4503-9561-8
doi_str_mv 10.1145/3498343.3498346
publisher ACM
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
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description 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 mark- ing 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.
published_date 2022-01-06T05:10:55Z
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