Conventional approaches to group and peer assessment are invariably based on highly questionable assumptions about educational measurement and how to weight and aggregate multiple scores into an overall judgement of outcome and performance. In this paper, we propose an alternative approach based on a sound theory of educational scoring and rating. Our approach is particularly relevant for software engineering education, where group projects with multiple types of outcomes are used to assess individual students. We will also demonstrate our novel approach by means of two software tools and compare them with other tools based on conventional approaches. Throughout, we will focus on explaining the reasons for and benefits of adopting our paradigm changing approach to group-peer marking.
Auto-repeat is the automatic repetition of a function by continuous pressing of a button. In three separate tests, the design and operation of this auto-repeat feature for various elecu•onical devices was examined. Eleven subjects took part in the experiment. Each subject was given the same stratgies for optimizing the auto-repeat feature. Both perfonnance variables (ie. task completion time, number of key strokes) and attitude variables (task difficulty, task effectiveness, task satisfaction) were employed. The results show that optimization of the auto-repeat feature in case of larger distances between origin and target is not only sensible but also desirable: three phases when varying repeat delay time, or two phases when varying repeat step size.
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