On the assessment and self‐assessment in a students teamwork based course on software engineering

Budimac, Zoran; Putnik, Zoran; Ivanović, Mirjana; Bothe, Klaus; Schuetzler, Kay

doi:10.1002/cae.20249

Cited by 22 publications

(16 citation statements)

References 122 publications

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“…This is particularly relevant for OAoL due to its technological context. Literature shows that the more technological mediation, the greater the presence of peer and self-assessment, which becomes a very interesting subject for instructional and assessment designers of blended, elearning, or even MOOC learning experiences (Barry, 2012;Budimac, Putnik, Ivanović, Bothe, & Schuetzler, 2011;Chang, Tseng, & Lou, 2012;De Grez, Valcke, & Roozen, 2012;Gielen, Dochy, & Onghena, 2011;Lai & Ng, 2011;Shih, 2011).…”

Section: Assessment Proceduresmentioning

confidence: 99%

Open Assessment of Learning: A Meta-Synthesis

Laverde

Pinto

Arias

2016

IRRODL

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Open Assessment of Learning (OAoL) is an emerging educational concept derived from the incorporation of Information and Communication Technologies (ICT) to education and is related with the Open Education Movement. In order to improve understanding of OAoL a literature review was conducted as a meta-synthesis of 100 studies on ICT-based assessment published from 1995 to 2015, selected from well-established peer-reviewed databases. The purpose of this study focused on identifying the common topics between ICT-based assessment and OAoL which is considered as an Open Educational Practice.The review showed that extensive use of the Internet makes it easy to achieve some special features of OAoL as collaboration or sharing, which are considered negative or inconvenient in traditional assessment but at the same time become elements that promote innovation on that topic. It was also found that there is still a great resistance to accept change (as OAoL does) when structural elements of traditional assessment are questioned or challenged.

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Section: Assessment Proceduresmentioning

confidence: 99%

Open Assessment of Learning: A Meta-Synthesis

Laverde

Pinto

Arias

2016

IRRODL

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“…The experience gathered during the usage of Moodle from some other joined courses [22] showed that the inclusion of other elements available within LMS, like forums, chats, or e-mail usage, could create a more dynamic system, system known in contemporary research as a social network. This academic year, almost all the students participated in social network rather freely.…”

Section: Stage Three: Active Contribution Of All the Participantsmentioning

confidence: 98%

Evolution of Professional Ethics Courses from Web Supported Learning towards E-Learning 2.0

Zdravkova

Ivanović

Putnik

2009

Lecture Notes in Computer Science

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Abstract. Skopje and Novi Sad share several joint courses in Professional Ethics at undergraduate level and at postgraduate level. These courses have been delivered to almost 1000 students from 14 different target groups. For seven years, teaching, learning as well as assessment have been steadily growing from traditional Web supported learning, through blended learning, towards Web 2.0. This paper presents all the stages of the courses evolution using several learning management systems, and the effort to enhance teaching, learning and active contribution of all the actors in the educational process. Particular attention is paid to our latest experience using Moodle and its social networking aspects in education. This survey reveals all the activities during the course delivery including student workload, grading system, and teacher's efforts to maintain the courses. Student encouraging impressions regarding the content delivery and assessment, their personal opinion about the impact of e-learning 2.0 to quality and quantity of acquired new knowledge, and sincere suggestions to persist in the same direction are the greatest assurance that social networks are currently the best way to deliver computer ethics courses. At the same time, it seems that this approach is the most exhausting and the most challenging for the teachers, but at the same time, the best balance between the effort undertaken and the results obtained.

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“…Assessment is an important success factor [33] and can motivate the learner to improve. VENTURE aims to provide accurate assessment and to this end, future work includes defining an accurate procedure for the automatic evaluations and learners' self-assessments.…”

Section: Educational Outcomesmentioning

confidence: 99%

Walk before you run

Monasor

Noll

Vizcaíno

et al. 2014

Proceedings of the 18th International Conference on Evaluation and Assessment in Software Engineering

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Context: One of the chief challenges of Global Software Development (GSD) is for globally, culturally and linguistically diverse team members to communicate effectively. Failing to meet this challenge can lead to misunderstandings that impede project success. To prepare practitioners for remote and diverse forms of communication we have developed VENTURE: a simulationbased training platform that aims to increase cultural awareness.Aim of study: Having developed a prototype training platform, we now assess whether VENTURE can deliver real learning and increase cultural awareness.Method: A survey was designed based on educational theory. Using a heuristic evaluation approach, a group of potential users trialed the system and completed a proof of learning survey before and after using the platform. Survey results, and VENTURE's own automated assessment scores, were analysed and compared.Results: Results indicate that the platform has the potential to provide useful and meaningful training for cultural awareness in GSD. A secondary result is that the assessment scheme proved useful in providing both evidence of learning and highlighting areas where VENTURE could be improved.Conclusion: Researchers and practitioners can gain an understanding of how to evaluate, train and measure soft skills, such as communication, important to all forms of software development. The methodology applied served to adapt the environment to the needs of potential users and the actual problems of GSD.

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On the assessment and self‐assessment in a students teamwork based course on software engineering

Cited by 22 publications

References 122 publications

Open Assessment of Learning: A Meta-Synthesis

Open Assessment of Learning: A Meta-Synthesis

Evolution of Professional Ethics Courses from Web Supported Learning towards E-Learning 2.0

Walk before you run

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