Assessing students’ performance in software requirements engineering education using scoring rubrics

Mkpojiogu, Emmanuel O.C.; Hussain, Azham

doi:10.1063/1.5005425

Cited by 10 publications

(7 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Another aspect of students' performance in empirical research deals with the use of students' predicted performance as a selector for treatment and control groups (cf. Kitchenham et al (2002); Mkpojiogu and Hussain (2017); Raza et al (2017); Sjøberg et al (2003); Sjøberg DIK et al (2002); Wieringa (2010)). Alternatively, the participants' experience, their self-perception, and estimated performance are controlled as covariates (cf.…”

Section: Students' Performance In Empirical Software Engineering Researchmentioning

confidence: 99%

Reliability of self-rated experience and confidence as predictors for students’ performance in software engineering

et al. 2021

View full text Add to dashboard Cite

Students’ experience is used in empirical software engineering research as well as in software engineering education to group students in either homogeneous or heterogeneous groups. To do so, students are commonly asked to self-rate their experience, as self-rated experience has been shown to be a good predictor for performance in programming tasks. Another experience-related measurement is participants’ confidence (i.e., how confident is the person that their given answer is correct). Hence, self-rated experience and confidence are used as selector or control variables throughout empirical software engineering research and software engineering education. In this paper, we analyze data from several student experiments conducted in the past years to investigate whether self-rated experience and confidence are also good predictors for students’ performance in model comprehension tasks. Our results show that while students can somewhat assess the correctness of a particular answer to one concrete question regarding a conceptual model (i.e., their confidence), their overall self-rated experience does not correlate with their actual performance. Hence, the use of the commonly used measurement of self-rated experience as a selector or control variable must be considered unreliable for model comprehension tasks.

show abstract

Section: Students' Performance In Empirical Software Engineering Researchmentioning

confidence: 99%

Reliability of self-rated experience and confidence as predictors for students’ performance in software engineering

et al. 2021

View full text Add to dashboard Cite

show abstract

“…Mkpojiogu and Hussain [20] proved the applicability and usefulness of using analytical rubrics in assessing student performance in the field of software requirements engineering education. They used a four-point Likert-type rating scale to evaluate the attributes of each artefact.…”

Section: Models That Address the Fyp As An Educational Coursementioning

confidence: 99%

“…Models that address the FYP as a software project Barrella and Watson [22], Mkpojiogu and Hussain [20], and Alcarria et al [23] proved the benefits of using rubrics in engineering projects. However, both studies lack a complete methodology.…”

Section: 2mentioning

confidence: 99%

Construction of a Software Development Model for Managing Final Year Projects in Information Technology Programmes

Elfaki

Bassfar²

2020

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

The final year project (FYP) is considered a capstone course in information technology (IT) programmes and involves the development of a software product. Currently, students are using the traditional software development life cycle approach to manage their FYPs. However, this approach can cause many difficulties. This paper proposes an alternative software development model for managing the FYP in an IT and IT-related degree programmes of study. First, a benchmarking exercise was undertaken to compare the software developed for business purposes with that developed for educational purposes, which took into account the ten project management knowledge areas. The result of this exercise indicated that the differences that exist between business and educational software necessitate the development of a new software development model that is specifically tailored to the development of educational software. Therefore, capability maturity model integration (CMMI) was modified to generate a new version of CMMI – named educational CMMI – which could be used to evaluate educational software projects and detailed mathematical descriptions of the proposed model were composed. As conclusions, the proposed model was then assessed by students’ results and by questionnaire feedback, the results of which showed that the proposed model was both useful and applicable for its intended target users and context.

show abstract

“…Traditionally, direct evaluation was performed using course scores [19,20], calculated using a weighted sum of curriculum target values and their weights [20]. This approach widely prevails, such as at the University of California, Saint Louis University, and the Northern University of Malaysia [21]. In addition, some other score-based methods have also been discussed, such as the analytic hierarchy process (AHP), the fuzzy mathematics method and outcome-based assessment [12,22,23].…”

Section: Introductionmentioning

confidence: 99%

Continuous Improvement and Optimization of Curriculum System for Engineering Education Accreditation: A Questionnaire Survey on Achievement Degrees of Graduation Requirements

Chen,

Yin,

Feng

et al. 2023

Sustainability

View full text Add to dashboard Cite

Engineering education accreditation represents the current trend in undergraduate reformation. Curriculum system improvement is an important way to realize the “innovation leading” of engineering education accreditation. However, there is little information detailing the improvement and optimization of the curriculum system for engineering education accreditation, and a method was tentatively developed based on evaluated achievement degrees of graduation requirements through a questionnaire survey in this work. The results show that a curriculum system guided by engineering education accreditation greatly improves graduation requirement achievement and students’ overall qualities. The graduation requirement achievement degree is largely influenced by the curriculum system and extracurricular science and technology activities, while it is not significantly correlated with students’ scores. Some measures are provided to optimize and improve the curriculum system, including adding additional curricula, converting the supporting index of the curriculum, strengthening the supporting degree of the curriculum, and guiding extracurricular scientific activity. Such measures are significant for increasing achievement degrees, reasonably balancing teaching resources and developing students’ comprehensive abilities. Moreover, the students’ scores cannot objectively reflect the graduation requirement achievement degree, and there exist some limitations to evaluating graduation requirement achievement degrees using course scores. Additionally, post-graduate environment factors, such as major-related work, technical work and further education, also affect graduation requirement achievement degrees.

show abstract

Assessing students’ performance in software requirements engineering education using scoring rubrics

Cited by 10 publications

References 14 publications

Reliability of self-rated experience and confidence as predictors for students’ performance in software engineering

Reliability of self-rated experience and confidence as predictors for students’ performance in software engineering

Construction of a Software Development Model for Managing Final Year Projects in Information Technology Programmes

Continuous Improvement and Optimization of Curriculum System for Engineering Education Accreditation: A Questionnaire Survey on Achievement Degrees of Graduation Requirements

Contact Info

Product

Resources

About