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首页> 外文会议>2019 IEEE/ACM 41st International Conference on Software Engineering: Software Engineering Education and Training >Experience Report on a Move to Techniques-Oriented Student Project Grading
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Experience Report on a Move to Techniques-Oriented Student Project Grading

机译：转向以技术为导向的学生项目评分的经验报告

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摘要

Student projects in software engineering courses are traditionally graded according to the features developed/tasks completed by given deadline. This leads to two problems: cascading failure of some students in the course, and "feature hacking" by the students. In order to address these issues, we decided to shift grading to grading applied techniques in a web application development course. In this paper, we present the analysis of the impacts of our decision. For the analysis we use general student performance data from four prior years and three post-shift years, their performance in written exam, project grades in the web application development course for four years (two prior and two post change), and student feedback to the course. The results show that the shift to grading technique use has resulted in improved student exam and future performance among weaker students, reduced drop-out rates, and lowered the student feedback score for the course. The added benefit according to textual feedback from students was that the new grading scheme teaches students the best practices of agile web development better than previously possible.
机译：传统上，软件工程课程中的学生项目是根据给定期限内开发的功能/完成的任务进行评分的。这导致两个问题：课程中某些学生的级联失败，以及学生的“功能黑客”。为了解决这些问题，我们决定在Web应用程序开发课程中将分级转换为对应用技术进行分级。在本文中，我们对决策的影响进行了分析。为了进行分析，我们使用了前四年和轮班后三年的一般学生表现数据，他们在笔试中的表现，四年中网络应用程序开发课程中的项目等级（两次前变动和两次后变动）以及学生对课程。结果表明，向评分技术使用的转变已提高了弱势学生的考试和未来成绩，降低了辍学率，并降低了该课程的学生反馈分数。根据学生的文本反馈，增加的好处是，新的评分方案比以前更好地教了学生敏捷Web开发的最佳实践。

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