Abstract
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.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
ACM: 2013 Computer Science Curricula - Curriculum Guidelines for Undergraduate Degree Programs in Computer Science, http://www.acm.org/education/CS2013-final-report.pdf. Accessed 16 Jun 2017
Abbott, S. (ed.): Capstone project. The glossary of education reform. http://edglossary.org/capstone-project. Accessed 23 Mar 2016
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 (2005)
Umphress, D.A., Hendrix, T.D., Cross, J.H.: Software process in the classroom: the Capstone project experience. IEEE Softw. 19(5), 78–81 (2002)
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 (2007)
Vasilevskaya, M., Broman, D., Sandahl, K.: Assessing large-project courses: model, activities, and lessons learned. Trans. Comput. Educ. 15(4), 30 pages (2015)
Bloomfield, A., Sherriff, M., Williams, K.: A service learning practicum capstone. In: 45th Technical Symposium on Computer Science Education (SIGCSE), pp. 265–270 (2014)
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 (2003)
Ribaud, V., Matthieu, A.B., O’Connor, R.V.: Process assessment issues in a bachelor capstone project. In: Proceedings of the 1st International Workshop on Software Process Education, Training and Professionalism (SPEPT 2015), pp. 25–33. CEUR Workshop Proceedings (2015)
Dollard, J., Miller, N.E.: Personality and psychotherapy; an analysis in terms of learning, thinking, and culture. McGraw-Hill, New York (1950)
ISO/IEC 12207:2008, Systems and software engineering–Software life cycle processes. ISO, Geneva (2008)
Rout, T.: The evolving picture of standardisation and certification for process assessment. In Proceedings of the 7th Conference on Quality of Information and Communications Technology (QUATIC), pp. 63–72. IEEE, Portugal (2010)
ISO/IEC 15504-5:2012. Information technology–Process assessment–Part 5: An exemplar software life cycle process assessment model. ISO, Geneva (2012)
Ribaud, V., Saliou, P.: Towards an ability model for SE apprenticeship. Innov. Teach. Learn. Inf. Comput. Sci. 6(3), 7–107 (2007)
ISO/IEC 33001:2015. Information technology–Process assessment–Concepts and terminology. ISO, Geneva (2015)
ISO/IEC 33020:2015. Information technology–Process assessment–Process measurement framework for assessment of process capability. ISO, Geneva (2015)
Acknowledgements
We thank all the students of the 2016-2017 final year of Bachelor in Computer Science for their agreement to participate to this study, and especially Maxens Manach and Killian Monot who collected and anonymized the assessments. We thank Laurence Duval, a teacher that coached and assessed half of the students during batch 1.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer International Publishing AG
About this paper
Cite this paper
Ribaud, V., Leilde, V. (2017). Relating Student, Teacher and Third-Party Assessments in a Bachelor Capstone Project. In: Mas, A., Mesquida, A., O'Connor, R., Rout, T., Dorling, A. (eds) Software Process Improvement and Capability Determination. SPICE 2017. Communications in Computer and Information Science, vol 770. Springer, Cham. https://doi.org/10.1007/978-3-319-67383-7_36
Download citation
DOI: https://doi.org/10.1007/978-3-319-67383-7_36
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-67382-0
Online ISBN: 978-3-319-67383-7
eBook Packages: Computer ScienceComputer Science (R0)