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,Abstract
In 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.Downloads
Published
How to Cite
Issue
Section
License
TRANSFER OF COPYRIGHT AGREEMENT
The manuscript is herewith submitted for publication in the Journal of Telecommunication, Electronic and Computer Engineering (JTEC). It has not been published before, and it is not under consideration for publication in any other journals. It contains no material that is scandalous, obscene, libelous or otherwise contrary to law. When the manuscript is accepted for publication, I, as the author, hereby agree to transfer to JTEC, all rights including those pertaining to electronic forms and transmissions, under existing copyright laws, except for the following, which the author(s) specifically retain(s):
- All proprietary right other than copyright, such as patent rights
- The right to make further copies of all or part of the published article for my use in classroom teaching
- The right to reuse all or part of this manuscript in a compilation of my own works or in a textbook of which I am the author; and
- The right to make copies of the published work for internal distribution within the institution that employs me
I agree that copies made under these circumstances will continue to carry the copyright notice that appears in the original published work. I agree to inform my co-authors, if any, of the above terms. I certify that I have obtained written permission for the use of text, tables, and/or illustrations from any copyrighted source(s), and I agree to supply such written permission(s) to JTEC upon request.