Gender parity in peer assessment of team software development projects

Crick, Tom; Prickett, Tom; Bradnum, Jill; Godfrey, Alan

doi:10.1145/3498343.3498346

Cited by 14 publications

(6 citation statements)

References 24 publications

(19 reference statements)

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“…Learner resilience is recognised as contributing to effective learning and successful study outcomes in higher education in general [29,33,57] and within computer science education in particular [18,19,39]. University-level study is a period of significant transition for all learners [54] and can presents specific significant challenges for many learners new to the discipline [8,14,22].…”

Section: Introductionmentioning

confidence: 99%

Exploring Learner Resilience and Performance of First-Year Computer Science Undergraduate Students during the COVID-19 Pandemic

Crick

Prickett

Bradnum

2022

Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 1

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This paper presents the findings from a research project exploring the impact of learner resilience as part of the shift to online delivery of learning, teaching and assessment amidst national social "lockdown" measures as a result of the COVID-19 pandemic. This exploration of resilience was undertaken as part of the delivery of a first-year undergraduate computer science degree programme in a UK higher education institution over two academic years. Resilience was measured by the Nicholson McBride Resilience Questionnaire (NMRQ). The responses from the 2019-20 and 2020-21 student cohorts (N=214) illustrate that overall learner resilience as measured by NMRQ does not appear to have had a significant impact upon learner success as measured by the mean overall first-year performance. This is an outcome that differs from previously published work and may be a consequence of the unusual and ongoing circumstances arising from the pandemic. However, the factor "I try to control events rather than being a victim of my circumstances" appears to promote success and the factor "I trust my intuition" may have been slightly detrimental to overall success. As we start to consider the post-pandemic new (ab)normal, learners will continue to face significant personal challenges that will impact upon their engagement with their studies and their performance and progression; thus the insights offered from this UK university study can help to inform emerging academic and pastoral practice for undergraduate computer science education. CCS CONCEPTS• Social and professional topics → Computing education.

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Section: Introductionmentioning

confidence: 99%

Exploring Learner Resilience and Performance of First-Year Computer Science Undergraduate Students during the COVID-19 Pandemic

Crick

Prickett

Bradnum

2022

Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 1

Self Cite

View full text Add to dashboard Cite

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“…Finally, attention to non-binary people has been limited. While there are a few studies focusing on non-binary developers [36], [37], even studies that acknowledge presence of such genders [38], [39] tend to exclude non-binary individuals from further analysis due to the limited amount of data available. While we did not exclude the non-binary participant we managed to recruit, they identified as woman for most of their career and thus their statements contribute to the challenges and strategies of women developers rather than to those specific to non-binary developers.…”

Section: Related Workmentioning

confidence: 99%

"STILL AROUND": Experiences and Survival Strategies of Veteran Women Software Developers

Breukelen¹,

Barcomb²,

Baltes³

et al. 2023

Preprint

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The intersection of ageism and sexism can create a hostile environment for veteran software developers belonging to marginalized genders. In this study, we conducted 14 interviews to examine the experiences of people at this intersection, primarily women, in order to discover the strategies they employed in order to successfully remain in the field. We identified 283 codes, which fell into three main categories: Strategies, Experiences, and Perception. Several strategies we identified, such as (Deliberately) Not Trying to Look Younger, were not previously described in the software engineering literature. We found that, in some companies, older women developers are recognized as having particular value, further strengthening the known benefits of diversity in the workforce. Based on the experiences and strategies, we suggest organizations employing software developers to consider the benefits of hiring veteran women software developers. For example, companies can draw upon the life experiences of older women developers in order to better understand the needs of customers from a similar demographic. While we recognize that many of the strategies employed by our study participants are a response to systemic issues, we still consider that, in the shortterm, there is benefit in describing these strategies for developers who are experiencing such issues today.

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“…There are concerns that students mark based on social standing rather than rigorous application of assessment criteria [6], and that other biases lead students to "give themselves the highest amount both too often and not enough" [21, p.9]. Many other forms of bias also complicate the process [9,10,44,46].…”

Section: Related Workmentioning

confidence: 99%

An Exploratory Analysis of Student Experiences with Peer Evaluation in Group Game Development Projects

Mitchell

Scott

Walton-Rivers

et al. 2022

Proceedings of the 2022 Conference on United Kingdom &Amp; Ireland Computing Education Research

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Collaborative projects are commonplace in computing education. They typically enable students to gain experience building software in teams, equipping them with the teamwork skills they need to be competitive in the labour market. However, students often need encouragement to reflect upon and synthesise their experience to attain the most learning. Peer evaluation offers one such approach, but the conditions which facilitate effective peer evaluation have not yet been established. This paper seeks to provide insight into student experiences with peer evaluation. It builds upon prior qualitative work, analysing quantitative data collected through a questionnaire taken by undergraduate students on a collaborate digital game development module. An exploratory factor analysis identifies seven dimensions of variance in the student experience: perceived impact; arbitrary influence; inconsistency; team cohesiveness; assessment pressure; ease and professionalism. Correlation analysis suggests some factors such as arbitrary influence, team cohesion, assessment pressure, and professionalism are associated with attained learning, whilst factors such as inconsistency and onerousness are not. This informs the development of a conceptual framework, suggesting focuses which facilitate effective peer evaluation. Expanding this conceptual framework and validating it across different demographics, contexts, and project types are suggested as avenues for further investigation. CCS CONCEPTS• Social and professional topics → Student assessment; • Applied computing → Collaborative learning; • Software and its engineering → Programming teams.

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Gender parity in peer assessment of team software development projects

Cited by 14 publications

References 24 publications

Exploring Learner Resilience and Performance of First-Year Computer Science Undergraduate Students during the COVID-19 Pandemic

Exploring Learner Resilience and Performance of First-Year Computer Science Undergraduate Students during the COVID-19 Pandemic

"STILL AROUND": Experiences and Survival Strategies of Veteran Women Software Developers

An Exploratory Analysis of Student Experiences with Peer Evaluation in Group Game Development Projects

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