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Relating Student, Teacher and Third-Party Assessments in a Bachelor Capstone Project (short paper)
Relating Student, Teacher and Third-Party Assessments in a Bachelor Capstone Project (short paper)
The capstone is arguably the most important course in any engineering program because it provides a culminating experience and is often the only course intended to develop non-technical, but essential skills. In a software development , the capstone runs from requirements to qualification testing. Indeed, the project progress is sustained by software processes. This paper yields different settings where students, teachers and third-party assessors performed [self-] assessment and the paper analyses corresponding correlation coefficients. The paper presents also some aspects of the bachelor capstone. A research question aims to seek if an external process assessment can be replaced or completed with students' self-assessment. Our initial findings were presented at the International Workshop on Software Process Education Training and Professionalism (IWSPETP) 2015 in Gothenburg, Sweden and we aimed to improve the assessment using teacher and third-party assessments. Revised findings show that, if they are related to curriculum topics, students and teacher assessments are correlated but that external assessment is not suitable in an academic context.
- Inserm France
- University of Marne la Vallée France
- Institut Pasteur France
ACM Computing Classification System: ComputingMilieux_COMPUTERSANDEDUCATION
ACM: D.: Software/D.2: SOFTWARE ENGINEERING/D.2.0: General, process assessment, competencies model, capstone project, ACM: K.: Computing Milieux/K.6: MANAGEMENT OF COMPUTING AND INFORMATION SYSTEMS/K.6.1: Project and People Management, [INFO.INFO-SE]Computer Science [cs]/Software Engineering [cs.SE]
ACM: D.: Software/D.2: SOFTWARE ENGINEERING/D.2.0: General, process assessment, competencies model, capstone project, ACM: K.: Computing Milieux/K.6: MANAGEMENT OF COMPUTING AND INFORMATION SYSTEMS/K.6.1: Project and People Management, [INFO.INFO-SE]Computer Science [cs]/Software Engineering [cs.SE]
ACM Computing Classification System: ComputingMilieux_COMPUTERSANDEDUCATION
1612
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2. Capstone project. In S. Abbott (Ed.) The glossary of education reform. http://edglossary.org/capstone-project (last accessed 2016/23/3).
3. Dascalu, S. M., Varol, Y. L., Harris, F. C., Westphal, B. T.: Computer science capstone course senior projects: from project idea to prototype implementation. In Proceedings 35th Conference on Frontiers in Education, pp. S3J-1. IEEE, Indianapolis, USA (2005).
4. Umphress D. A., Hendrix T. D., Cross J. H.: Software process in the classroom: the Capstone project experience. IEEE Software, 19(5), pp. 78-81 (2002).
5. Karunasekera, S., Bedse, K.: Preparing software engineering graduates for an industry career. In Proceedings of the 30th Conference on Software Engineering Education & Training (CSEE&T), pp. 97-106. IEEE, Dublin, Ireland (2007). [OpenAIRE]
6. Vasilevskaya M., Broman D., Sandahl K.: Assessing Large-Project Courses: Model, Activities, and Lessons Learned. Transactions on Computing Education 15(4), 30 p. (2015).
7. Bloomfield A., Sherriff M., Williams K.: A service learning practicum capstone. In 45th technical symposium on Computer science education (SIGCSE), pp. 265-270 (2014).
8. Goold A.: Providing process for projects in capstone courses. In Proceedings of the 8th conference on Innovation and technology in computer science education (ITiCSE), pp. 26- 29. ACM, Thessaloniki, Greece (2003). [OpenAIRE]
9. Ribaud V. et al.: Process Assessment Issues in a Bachelor Capstone Project. In International Workshop on Software Process Education, Training and Professionalism (IWSPETP), pp. 25-33. CEUR 1368, Gothenburg, Sweden (2015). [OpenAIRE]
10. Dollard J., Miller N.E.: Personality and psychotherapy; an analysis in terms of learning, thinking, and culture. McGraw-Hill, New York (1950).
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citations This is an alternative to the "Influence" indicator, which also reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).0 popularity This indicator reflects the "current" impact/attention (the "hype") of an article in the research community at large, based on the underlying citation network.Average influence This indicator reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).Average impulse This indicator reflects the initial momentum of an article directly after its publication, based on the underlying citation network.Average citations This is an alternative to the "Influence" indicator, which also reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).0 popularity This indicator reflects the "current" impact/attention (the "hype") of an article in the research community at large, based on the underlying citation network.Average influence This indicator reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).Average impulse This indicator reflects the initial momentum of an article directly after its publication, based on the underlying citation network.Average
Citations provided by BIP!Popularity provided by BIP!- Inserm France
- University of Marne la Vallée France
- Institut Pasteur France
The capstone is arguably the most important course in any engineering program because it provides a culminating experience and is often the only course intended to develop non-technical, but essential skills. In a software development , the capstone runs from requirements to qualification testing. Indeed, the project progress is sustained by software processes. This paper yields different settings where students, teachers and third-party assessors performed [self-] assessment and the paper analyses corresponding correlation coefficients. The paper presents also some aspects of the bachelor capstone. A research question aims to seek if an external process assessment can be replaced or completed with students' self-assessment. Our initial findings were presented at the International Workshop on Software Process Education Training and Professionalism (IWSPETP) 2015 in Gothenburg, Sweden and we aimed to improve the assessment using teacher and third-party assessments. Revised findings show that, if they are related to curriculum topics, students and teacher assessments are correlated but that external assessment is not suitable in an academic context.