Assessing individuals in team projects: A case study from computer science

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In this paper we describe an ongoing action research (Kember & Gow, 1992) project to improve teaching and\nlearning in the course “Model-driven software development” given by Computer Science and Engineering. It is\na project-based course and after taking the course the students should be better able to analyse and specify\nsoftware through models.\nThere were two drivers for the course reform. Before the reform in 2009, the software models were used in an\ninformal way and therefore it was hard to validate the correctness of the system from them. The students were\ninstead assessed through a final written exam even if most of the work was done in the team project. But from\ncontacts with industry, we got hold of a tool that enables testing and verification of model behaviour. So it was\nnow possible to assess the teams by testing their models. The second driver for the reform was John Biggs’ idea\nof constructive alignment (Biggs, 1996). The idea is that there should be a consiste

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