A Three-Year Study on Peer Evaluation in a Software Engineering Project Course

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dc.contributor.authorMorales-Trujillo ME
dc.contributor.authorGalster M
dc.contributor.authorGilson F
dc.contributor.authorMathews, Moffat
dc.date.accessioned2022-02-23T01:41:36Z
dc.date.available2022-02-23T01:41:36Z
dc.date.issued2021en
dc.date.updated2021-11-14T00:36:29Z
dc.description.abstractBackground: Peer evaluation in software engineering (SE) project courses enhances the learning experience of students. It also helps instructors monitor and assess both teams and individual students. Peer evaluations might influence the way individual students and teams work therefore the quality of the peer evaluations should be tracked through the project course. Contribution: In this paper, we analyzed the quality and scoring behavior of students in peer evaluation in an undergraduate SE project course over three years. Research Questions: RQ1: What is the quality of peer evaluation of undergraduate students in a SE project course? RQ2: How do undergraduate students in a SE project course score each other? Methodology: The quality of peer evaluation (length, level of detail, etc.) and scoring of peers based on various aspects of peer evaluations of third-year students in a year-long SE project course were studied. Taking into account the grade students received at the end of the course (A, B, C and F-calibers), peer evaluations were categorized, analyzed over time and compared between students calibers. Findings: After analyzing 6,854 peer evaluations from 193 students, it was found that the quality of peer evaluations across students was mostly consistent throughout the course. Also, it was observed that quantitative aspects of the peer evaluation were scored similarly across student calibers. However, the qualitative aspects of the peer evaluation were impacted by the caliber of students. These findings suggest that weaker students (i.e., C-caliber students) generally receive better quality peer evaluations than stronger students (i.e., A-caliber students). Lastly, a preliminary analysis showed a positive connotation of emotions and sentiments found in textual feedback delivered by students.en
dc.identifier.citationMorales-Trujillo ME, Galster M, Gilson F, Mathews M (2021). A Three-Year Study on Peer Evaluation in a Software Engineering Project Course. IEEE Transactions on Education. 1-10.en
dc.identifier.doihttp://doi.org/10.1109/te.2021.3123682
dc.identifier.issn0018-9359
dc.identifier.issn1557-9638
dc.identifier.urihttps://hdl.handle.net/10092/103413
dc.language.isoenen
dc.publisherInstitute of Electrical and Electronics Engineers (IEEE)en
dc.rightsAll rights reserved unless otherwise stateden
dc.rights.urihttp://hdl.handle.net/10092/17651en
dc.subjectInterpersonal skillsen
dc.subjectpeer evaluationen
dc.subjectsoftware engineering educationen
dc.subject.anzsrc08 Information and Computing Sciencesen
dc.subject.anzsrc09 Engineeringen
dc.subject.anzsrc13 Educationen
dc.subject.anzsrcFields of Research::39 - Education::3901 - Curriculum and pedagogy::390113 - Science, technology and engineering curriculum and pedagogyen
dc.titleA Three-Year Study on Peer Evaluation in a Software Engineering Project Courseen
dc.typeJournal Articleen
uc.collegeFaculty of Engineering
uc.departmentComputer Science and Software Engineering
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