Feedback as a process in a large semi-capstone software engineering course

Abstract

Feedback involves dialogic processes whereby learners make sense of information from various sources and use it to enhance their work or learning strategies. This is an essential catalyst for learning. However, it takes work to achieve, particularly in large-scale courses. In this research-in-progress paper, we critically reflect on our approach to achieving feedback as a process in a large-scale semi-capstone software engineering course. We describe the steps taken over three years to improve feedback and critically reflect on how feedback is done using critical evaluation perspectives of peers, own reflections, students’ perspectives, and theory. Based on these reflections, we discuss four action items planned for this year, including strengthening the community of practice amongst teaching assistants, using relative assessments, improving rubrics, and using technology for feedback. We also discuss how we plan to evaluate these action items.