The Computing Dissertation: Lessons from a UK Practitioner Network

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Original abstract

The individual final-year project remains a core component of Computing degrees in the UK, at both undergraduate and postgraduate levels. It remains the main indicator of competency attained by a learner, providing evidence that they can successfully integrate knowledge from the different areas of their programme, master complexity and demonstrate metacognitive skills in reflecting on their own learning. However, growing class sizes, and the rise of Generative AI raise questions about whether traditional dissertation-based assessment remains appropriate. We report on a collaborative network of computing educators across UK higher education institutions, established to make practice in individual project modules explicit, visible, and open to peer critique through a Disciplinary Commons approach. Participants shared diverse approaches to assessment, supervision, moderation, and project allocation, while identifying common challenges around assessment consistency, academic integrity, ethics approval, and workload. Through structured peer exchange, the network surfaced practices considered valuable for wider adoption. We reflect on the outcomes of the structured peer sharing process, and identify directions for expanding the network and its outputs.

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