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Does Process Assessment Drive Process Learning? The Case of a Bachelor Capstone Project

Vincent Leilde 1 Vincent Ribaud 2
1 Lab-STICC_ENSTAB_ CACS_MOCS
Lab-STICC - Laboratoire des sciences et techniques de l'information, de la communication et de la connaissance
2 Lab-STICC_UBO_CACS_MOCS
IBNM - Institut Brestois du Numérique et des Mathématiques, Lab-STICC - Laboratoire des sciences et techniques de l'information, de la communication et de la connaissance
Abstract : — In order to see if process assessment drives processes learning, process assessments were performed in the capstone project of a Bachelor in Computer Science. Assessments use an ability model based on a small subset of ISO/IEC 15504 processes, its main Base Practices and Work Products. Students' point of view was also collected through an anonymous questionnaire. Self-assessment using a competency model helps students to recognize knowledge, skills and experience gained over time and in diverse contexts. The capstone project offered a starting point. Students' self-assessment and external assessment are correlated to some point but are not correlated for topics unaddressed in the curriculum or unknown by students.
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https://hal.univ-brest.fr/hal-01756186
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Submitted on : Sunday, April 1, 2018 - 9:45:06 AM
Last modification on : Tuesday, February 25, 2020 - 8:08:14 AM

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Vincent Leilde, Vincent Ribaud. Does Process Assessment Drive Process Learning? The Case of a Bachelor Capstone Project. 2017 IEEE 30th Conference on Software Engineering Education and Training (CSEE&T), Nov 2017, Savannah, France. ⟨10.1109/CSEET.2017.39⟩. ⟨hal-01756186⟩

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