This paper describes an experimental study that was performed among undergraduate students in their third year out of four required for their Software Engineering degree. The study's main purpose that stems from Maslow's motivational theory (self-actualization) was to explore possible motivational increase through self-grades comparisons. For that reason, a small Excel tool was provided with relative performance comparison graphs. Each student could enter his or her ID number and receive a two graphs figure. One graph represents the average class grades for all assignments and the second graph represents his or her assignments' grades. All assignments were individualized and personalized, so every student got a different set of assignments. In addition to the personal feedback, every student received for each assignment the tool provided a self-comparative assessment. Using this assessment, each student could judge his or her relative performance as compared to the class average. As part of the study, a 56 Methods in Software Engineering students were divided into two groups. Students in one group (the test group) were able to access the Excel tool while the students in the second group (the control group), did not. The study revealed that the grades of the four assignments in the test group gradually increased while on the control group the average grades remained very close. For the first assignment, the control group's average grade was higher by one point compared to the test group. In the second assignment, the trend reversed, and the test group's average grade was higher by two points. The difference between the groups increased further, and in the fourth assignments the average grade of the test group was higher by 7 points compared to the control group. Furthermore, while the course average grade of the control group was similar to the grades in previous years, the course average grade in the test group was higher by 2 points. Students' reflection supported these findings as some students expressed their views regarding the importance of their relative performance. The paper concludes with a discussion on the results and future follow-up directions.

increase learning motivation, comparative assessment