Using Model-Driven Development in Time-Constrained Course Projects

Abstract

Educational software development processes, used

Using Quality Audits to Assess Software Course Projects

“…Some measures reflect compliance with the process guidelines for design and coding through their low coefficients of variation across projects: lines of code per class (10%) and per function point (13% for application code and 18% for test code). The effort distribution per project iteration and per process discipline was also similar [2], for projects with quite different productivities. This was expected from application of the mandated process, as opposed to code-and-fix development.…”

“…Each class had two to four project teams of five to eight students, using the process outlined in [1,2], to develop small information systems. Function points were used to limit project sizes (about 100 FP), and to normalize collected data.…”

“…This author has used them in a sequence of industry-oriented graduate courses, using a model-driven software process, since 2002 ( [1], [2]). Adequate assessment methods provide course projects with fair grading and highlight incorrect application of techniques and processes.…”

Measuring complexity, effectiveness and efficiency in software course projects

“…As discussed in [3] and shown in Figure 2 1 , LOC counts found in our course projects were nearly constant, for product and test code, per class and per function point. This suggested a good level of compliance with design and code standards, which was confirmed by inspections and audits.…”

“…The students started with simple CRUD use cases, later developing progressively more complex functions. Some measurements collected from those projects were discussed in previous papers [2,3,4]. Here, we compare detailed data from the first four classes, held from 2002 to 2005, totaling 13 teams.…”