Can Scoring Rubrics be used in Assessing the Performance of Students in Software Requirements Engineering Education?
Keywords:Engineering Education, Assessing Students’ Performance, Scoring Rubrics, Software Requirements,
AbstractIn this paper, the authors investigated how helpful scoring rubrics are in the assessment of the performance of students in software requirements engineering education and how the use of the tool can lead to the enhancement of students’ performance in the design of software requirements artifacts and work products. In the study, two instructors employed scoring rubrics to assess the cognitive performance of a learner (student) in the design of software requirements work documents and artifacts. The outcome of the study shows that the utilization of scoring rubrics is very supportive in assessing software engineering students’ cognitive performance without the usual bias associated with other assessment tools. In addition, the findings indicated that the employment of scoring rubrics also helps in pointing to whether a student is either improving or not improving in an iterative or a repeated assessment. In sum, it can potentially lead to the enhancement of the learning capacity and cognitive performance achievements of requirements/software engineering students. The study’s findings offer some insights for future investigations and will provide benefits to researchers and professionals in requirements engineering, software engineering and particularly, software engineering and software requirements engineering education.
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