Educating Reflective Systems Developers at Scale: Towards productive feedback in a semi-capstone large-scale software engineering course

TL;DR

This paper discusses improving feedback quality in a large-scale semi-capstone software engineering course, highlighting lessons learned from course redesign, staff training, and assignment revisions to enhance student learning.

Contribution

It presents practical strategies for delivering productive feedback at scale in large courses, including assignment revision, staff reorganization, and TA training.

Findings

Revising assignments improved feedback clarity.

Training TAs increased feedback consistency.

Student satisfaction with feedback improved.

Abstract

Feedback is critical in education. This Innovative Practice Full Paper reports lessons learned from improving the quality of feedback in a semi-capstone software engineering course, with particular focus on how to deliver productive feedback in large scale during project work. The bachelor-level introduction to software engineering course is taken by about 500 students from eight study programs, organised into 72 project teams. The course aims to educate reflective systems developers. The teaching staff includes 29 teaching assistants as supervisor and product owners for teams. Project teams get feedback on seven deliverables as part of formative portfolio assessment. Students expressed frustration on feedback not being aligned, that they got critique on topics not stated in assignments and that teaching assistants were reluctant to discuss the feedback. This article provides a description of the course design, an assessment of the quality of feedback and lessons learned from three main changes: Revising assignments and rubrics, reorganising the teaching staff and increasing training of teaching assistants. In discussing the changes, we draw on a survey to students with 142 respondents, a survey to teaching assistants with 18 respondents, meeting minutes from a student reference group and experience reports from teaching assistants as well as literature and own experience. The article concludes with three actionable lessons learned for large-scale semi-capstone courses.