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Challenges – Towards Continuous Peer Assessment in Undergraduate Programming Classes

  • This paper presents a pragmatic approach for stepwise introduction of peer assessment elements in undergraduate programming classes, discusses some lessons learned so far and directions for further work. Students are invited to challenge their peers with their own programming exercises to be submitted through Moodle and evaluated by other students according to a predefined rubric and supervised by teaching assistants. Preliminary results show an increased activation and motivation of students leading to a better performance in the final programming exams.

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Metadaten
Author:Manfred Meyer
URN:urn:nbn:de:hbz:1010-opus4-45124
DOI:https://doi.org/10.36315/2023v1end029
ISBN:978-989-35106-3-6
ISSN:2184-044X
ISSN:2184-1489
Parent Title (English):Education and New Developments 2023, Vol. 1
Publisher:inScience Press
Place of publication:Lissabon
Editor:Mafalda Carmo
Document Type:Conference Proceeding
Language:English
Date of Publication (online):2024/03/15
Date of first Publication:2023/06/24
Publishing Institution:Westfälische Hochschule Gelsenkirchen Bocholt Recklinghausen
Release Date:2024/03/20
Tag:Competency-Oriented Exams; Continuous Assessment; Formative Assessment; Peer Assessment
Pagenumber:5
First Page:134
Last Page:138
Departments / faculties:Fachbereiche / Maschinenbau Bocholt
Dewey Decimal Classification:Informatik, Informationswissenschaft, allgemeine Werke / Informatik, Wissen, Systeme / Informatik, Informationswissenschaft, allgemeine Werke
Informatik, Informationswissenschaft, allgemeine Werke / Informatik, Wissen, Systeme / Datenverarbeitung; Informatik
Licence (German):License LogoEs gilt das Urheberrechtsgesetz

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