{"title":"衡量软件工程能力","authors":"R. Studt, G. Winterfeldt, J. Mottok","doi":"10.1109/EDUCON.2015.7096081","DOIUrl":null,"url":null,"abstract":"Measuring competencies may serve as a feedback mechanism as well as a judgment device for a lecturer. As measuring every competency from a catalogue of competencies is not very viable, the to-be-measured competencies are grouped in competency profiles. Further, assessment practices are shown and applied to a course in a study program. A discussion of useful practices concludes this contribution.","PeriodicalId":403342,"journal":{"name":"2015 IEEE Global Engineering Education Conference (EDUCON)","volume":"47 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2015-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":"{\"title\":\"Measuring software engineering competencies\",\"authors\":\"R. Studt, G. Winterfeldt, J. Mottok\",\"doi\":\"10.1109/EDUCON.2015.7096081\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Measuring competencies may serve as a feedback mechanism as well as a judgment device for a lecturer. As measuring every competency from a catalogue of competencies is not very viable, the to-be-measured competencies are grouped in competency profiles. Further, assessment practices are shown and applied to a course in a study program. A discussion of useful practices concludes this contribution.\",\"PeriodicalId\":403342,\"journal\":{\"name\":\"2015 IEEE Global Engineering Education Conference (EDUCON)\",\"volume\":\"47 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2015-03-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"2015 IEEE Global Engineering Education Conference (EDUCON)\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1109/EDUCON.2015.7096081\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"2015 IEEE Global Engineering Education Conference (EDUCON)","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1109/EDUCON.2015.7096081","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Measuring competencies may serve as a feedback mechanism as well as a judgment device for a lecturer. As measuring every competency from a catalogue of competencies is not very viable, the to-be-measured competencies are grouped in competency profiles. Further, assessment practices are shown and applied to a course in a study program. A discussion of useful practices concludes this contribution.
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