Using seminars to assess computing students

Abstract

Abstract This paper uses five years worth of assessment and feedback data to analyse the effectiveness of student-led seminars as an assessment strategy on a final year undergraduate e-commerce module. The strategy, which involves offering students opportunities to improve their grade by using multiple assessment points, is found to be effective but to suffer from inefficiencies for both student and teacher. A literature review provides ideas for improvements which retain the benefits of the strategy while reducing the workload for both students and teachers.