Assessing competency in undergraduate Software Engineering teams

IEEE EDUCON 2010 Conference Pub Date : 2010-04-14 DOI:10.1109/EDUCON.2010.5492569

M. Devlin, Chris Phillips

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引用次数: 7

Abstract

From 2005, Active Learning in Computing partners Newcastle and Durham University (ALiC), part of the UK CETL initiative,[1], introduced a collaborative learning model of Software Engineering to level 2 Computing Science students that reflects global industry practice by focusing on cross-site software development. Assessment for this effort focuses on measuring students' development of both the technical and transferable skills associated with the practice of being a software engineer. However, it is often difficult for the student to perceive and articulate what skills they have learned during the project based on marks and feedback from lots of separate elements of coursework. In this paper, we propose that assessment of Software Engineering team projects should focus on the development of a range of competencies that could be measured in a style that relates directly to professional performance appraisal. We describe the current assessment methods we use and then outline a set of alternative competencies and appraisal methods that could be used to help staff and students better evaluate levels of achievement and skill development in qualitative terms during undergraduate team projects in Software Engineering.

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评估本科软件工程团队的能力

从2005年开始，作为英国CETL计划的一部分，纽卡斯尔大学和达勒姆大学(ALiC)的计算机主动学习合作伙伴，b[1]向2级计算机科学学生介绍了软件工程的协作学习模式，该模式通过关注跨站点软件开发反映了全球行业实践。这项工作的评估侧重于测量学生在作为软件工程师的实践相关的技术和可转移技能方面的发展。然而，对于学生来说，基于分数和课程作业中许多独立元素的反馈，他们很难理解和表达他们在项目中学到的技能。在本文中，我们建议软件工程团队项目的评估应该集中在一系列能力的开发上，这些能力可以以一种与专业绩效评估直接相关的方式进行测量。我们描述了我们目前使用的评估方法，然后概述了一套可选择的能力和评估方法，这些方法可以用来帮助员工和学生更好地评估在软件工程本科团队项目中的成就和技能发展水平。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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IEEE EDUCON 2010 Conference

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