Improving Assessment in Software Engineering Student Team Projects

In this paper we outline methods of peer and selfassessment and formative feedback that have been used in a unique software engineering cross-site team project in undergraduate Computing Science departments at both Newcastle and Durham University as part of the CETL initiative – Active Learning in Computing [1] . We outline the team project involved, illustrate how our approach aligns with the learning outcomes of our modules and meets the overall pedagogical aims of ALiC and describe the assessment methods used. Based on our experiences we then provide guidance for the wider use of these assessment methods for team work in the HE community.