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Comput. Educ."],"published-print":{"date-parts":[[2015,12,23]]},"abstract":"<jats:p>In a modern computing curriculum, large-project courses are essential to give students hands-on experience of working in a realistic software engineering project. Assessing such projects is, however, extremely challenging. There are various aspects and trade-offs of assessments that can affect course quality. Individual assessments may fairly grade individuals, but may lose focus of the project as a group activity. Extensive teacher involvement is necessary for objective assessment, but may affect the way that students work. Continuous feedback to students can enhance learning, but may be hard to combine with fair assessment. Most previous work focuses on some specific assessment aspect; in this article, we present an assessment model that consists of a collection of assessment activities, each covering different aspects. We have applied, developed, and improved these activities during a 7yr period. To evaluate the usefulness of the model, we perform questionnaire-based surveys over a 2yr period. Furthermore, we design and execute an experiment that studies to what extent students can perform fair peer assessment and to what degree the assessments of students and teachers agree. We analyze the results, discuss findings, and summarize lessons learned.<\/jats:p>","DOI":"10.1145\/2732156","type":"journal-article","created":{"date-parts":[[2015,12,4]],"date-time":"2015-12-04T08:43:07Z","timestamp":1449218587000},"page":"1-30","update-policy":"https:\/\/doi.org\/10.1145\/crossmark-policy","source":"Crossref","is-referenced-by-count":23,"title":["Assessing Large-Project Courses"],"prefix":"10.1145","volume":"15","author":[{"given":"Maria","family":"Vasilevskaya","sequence":"first","affiliation":[{"name":"Link\u00f6ping University, Sweden"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"David","family":"Broman","sequence":"additional","affiliation":[{"name":"KTH Royal Institute of Technology and University of California, Berkeley, California"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Kristian","family":"Sandahl","sequence":"additional","affiliation":[{"name":"Link\u00f6ping University, Sweden"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"320","published-online":{"date-parts":[[2015,12,3]]},"reference":[{"key":"e_1_2_1_1_1","doi-asserted-by":"publisher","DOI":"10.1145\/2490257.2490268"},{"key":"e_1_2_1_2_1","doi-asserted-by":"publisher","DOI":"10.1007\/BF00138871"},{"key":"e_1_2_1_3_1","doi-asserted-by":"publisher","DOI":"10.1109\/CSEET.2010.35"},{"key":"e_1_2_1_4_1","doi-asserted-by":"publisher","DOI":"10.1109\/TE.2012.2187208"},{"key":"e_1_2_1_5_1","volume-title":"7th Australasian Conference on Computing Education","volume":"42","author":"Clark Nicole","year":"2005","unstructured":"Nicole Clark , Pamela Davies , and Rebecca Skeers . 2005 . Self and peer assessment in software engineering projects . In 7th Australasian Conference on Computing Education , vol. 42 (ACE\u201905). Australian Computer Society, Inc., Darlinghurst, Australia, 91--100. Nicole Clark, Pamela Davies, and Rebecca Skeers. 2005. Self and peer assessment in software engineering projects. In 7th Australasian Conference on Computing Education, vol. 42 (ACE\u201905). Australian Computer Society, Inc., Darlinghurst, Australia, 91--100."},{"key":"e_1_2_1_6_1","doi-asserted-by":"publisher","DOI":"10.1145\/2462476.2462484"},{"key":"e_1_2_1_7_1","doi-asserted-by":"publisher","DOI":"10.1145\/2325296.2325339"},{"key":"e_1_2_1_8_1","volume-title":"Computer Science Project Work: Principles and Pragmatics","author":"Fincher Sally","unstructured":"Sally Fincher , Marian Petre , and Martyn Clark . 2001. Computer Science Project Work: Principles and Pragmatics . Springer . DOI:http:\/\/dx.doi.org\/10.1007\/978-1-4471-3700-9 10.1007\/978-1-4471-3700-9 Sally Fincher, Marian Petre, and Martyn Clark. 2001. Computer Science Project Work: Principles and Pragmatics. Springer. DOI:http:\/\/dx.doi.org\/10.1007\/978-1-4471-3700-9"},{"key":"e_1_2_1_9_1","volume-title":"9th Australasian Conference on Computing Education (ACE\u201907)","author":"Herbert Nicole","year":"2007","unstructured":"Nicole Herbert . 2007 . Quantitative peer assessment: Can students be objective? In 9th Australasian Conference on Computing Education (ACE\u201907) . Australian Computer Society, Inc., Darlinghurst, Australia, 63--71. Nicole Herbert. 2007. Quantitative peer assessment: Can students be objective? In 9th Australasian Conference on Computing Education (ACE\u201907). 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Whalley and D. D\u2019Souza (Eds.) , vol. 148 . ACS, Auckland, New Zealand, 123--131. Iwan H. Purtro, Angela Carboneand, and Judy Sheard. 2014. Developing a framework to assess students\u2019 contributions during Wiki construction. In 16th Australasian Computing Education Conference (ACE\u201914) (CRPIT), J. Whalley and D. D\u2019Souza (Eds.), vol. 148. ACS, Auckland, New Zealand, 123--131."},{"key":"e_1_2_1_17_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10664-008-9102-8"},{"key":"e_1_2_1_18_1","volume-title":"Agile Software Development with Scrum","author":"Schwaber Ken","unstructured":"Ken Schwaber and Mike Beedle . 2001. Agile Software Development with Scrum . Prentice Hall , Upper Saddle River, NJ. Ken Schwaber and Mike Beedle. 2001. Agile Software Development with Scrum. 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