{'fraction_non_alphanumeric': 0.02689873417721519, 'fraction_numerical': 0.0, 'mean_word_length': 5.4213197969543145, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
An innovative approach to improve assessment of group based projects

Computer Science graduates are often expected to work in teams, make decisions and handle responsibilities in dynamic work environments. As such, graduates need to be able to analyse information, solve problems, communicate and reflect on their own role and performance. Group based projects provide an opportunity for the development of such skills. At our institution, an undergraduate web-based development module was re-designed to incorporate a real-world group based project. The first roll-out of the re-designed module went well; however, assessing the work fairly was difficult especially where team members contributed at considerably varying levels. In particular there was concern that some diligent students were penalised by other students' poor work and less hard-working students were rewarded because of more conscientious students' work. This action research paper describes the implementation of an innovative assessment structure, using peer-, self-, and co-assessment, for a group based real-world project, that is deemed fair and reasonable by the stakeholders. The process cycles are described, key findings identified, and implications with recommendations are provided.