Peer-Formulated Assignment Method for Experimental Projects in CS courses

Abstract

New assignment methods are needed for motivating students to carry out experimental projects in computer science (CS) courses. This paper describes a study that uses the peer-formulated assignment method to improve assignment efficiency in CS experimental projects. This method requires each student or group to come up with a problem and then pick another problem from other students to solve. This exchange of problem and solution helps motivate students and leads to their enjoyable learning. Under the guidance of an instructor, students can be inspired with great interest, enhance their practical abilities, and cultivate themselves with an innovative spirit. The role of instructor is not weakened but rather becomes more important. The instructor plays a critical role in assessment. A comprehensive project consists of many design stages, which require the involvement of the instructor. This method has been applied in two CS experimental courses with comprehensive projects, namely, software engineering (SE) and digital system design (DSD). The results show that approximately a 19% improvement in passing rate and a 35% improvement in student perceptions (grade above Good) for SE course. Similar positive results can also be found for DSD course. The survey results also show that most of the students were interested in their assignment, with 81.5% positive and 14.8% no opinion. In conclusion, the peer-formulated assignment method can improve the performance of the students and has achieved a favorable level of acceptance among students.