13,704 research outputs found
Jumble Java Byte Code to Measure the Effectiveness of Unit Tests
Jumble is a byte code level mutation testing tool for Java which inter-operates with JUnit. It has been designed to operate in an industrial setting with large projects. Heuristics have been included to speed the checking of mutations, for example, noting which test fails for each mutation and running this first in subsequent mutation checks. Significant effort has been put into ensuring that it can test code which uses custom class loading and reflection. This requires careful attention to class path handling and coexistence with foreign class-loaders. Jumble is currently used on a continuous basis within an agile programming environment with approximately 370,000 lines of Java code under source control. This checks out project code every fifteen minutes and runs an incremental set of unit tests and mutation tests for modified classes. Jumble is being made available as open source
Goal sketching: towards agile requirements engineering
This paper describes a technique that can be used as part of a simple and practical agile method for requirements engineering. The technique can be used together with Agile Programming to develop software in internet time. We illustrate the technique and introduce lazy refinement, responsibility composition and context sketching. Goal sketching has been used in a number of real-world development projects, one of which is described here
Scrum2Kanban: Integrating Kanban and Scrum in a University Software Engineering Capstone Course
Using university capstone courses to teach agile software development
methodologies has become commonplace, as agile methods have gained support in
professional software development. This usually means students are introduced
to and work with the currently most popular agile methodology: Scrum. However,
as the agile methods employed in the industry change and are adapted to
different contexts, university courses must follow suit. A prime example of
this is the Kanban method, which has recently gathered attention in the
industry. In this paper, we describe a capstone course design, which adds the
hands-on learning of the lean principles advocated by Kanban into a capstone
project run with Scrum. This both ensures that students are aware of recent
process frameworks and ideas as well as gain a more thorough overview of how
agile methods can be employed in practice. We describe the details of the
course and analyze the participating students' perceptions as well as our
observations. We analyze the development artifacts, created by students during
the course in respect to the two different development methodologies. We
further present a summary of the lessons learned as well as recommendations for
future similar courses. The survey conducted at the end of the course revealed
an overwhelmingly positive attitude of students towards the integration of
Kanban into the course
A practical approach to goal modelling for time-constrained projects
Goal modelling is a well known rigorous method for analysing
problem rationale and developing requirements. Under the pressures typical of time-constrained projects its benefits are not accessible. This is because of the effort and time needed to create the graph and because reading the results can be difficult owing to the effects of crosscutting concerns. Here we introduce an adaptation of KAOS to meet the needs of rapid turn around and clarity. The main aim is to help the stakeholders gain an insight into the larger issues that might be overlooked if they make a premature start into implementation. The method emphasises the use of obstacles, accepts under-refined goals and has
new methods for managing crosscutting concerns and strategic decision making. It is expected to be of value to agile as well as traditional processes
Agile values and their implementation in practice
Today agile approaches are often used for the
development of digital products. Since their development in
the 90s, Agile Methodologies, such as Scrum and Extreme
Programming, have evolved. Team collaboration is strongly
influenced by the values and principles of the Agile Manifesto. The
values and principles described in the Agile Manifesto support
the optimization of the development process. In this article, the
current operation is analyzed in Agile Product Development
Processes. Both, the cooperation in the project team and the
understanding of the roles and tasks will be analyzed. The results
are set in relation to the best practices of Agile Methodologies. A
quantitative questionnaire related to best practices in Agile Product
Development was developed. The study was carried out with
175 interdisciplinary participants from the IT industry. For the
evaluation of the results, 93 participants were included who have
expertise in the subject area Agile Methodologies. On one hand,
it is shown that the collaborative development of product-related
ideas brings benefits. On the other hand, it is investigated which
effect a good understanding of the product has on decisions made
during the implementation. Furthermore, the skillset of product
managers, the use of pair programming, and the advantages of
cross-functional teams are analyzed.Ministerio de Ciencia e Innovación TIN2013-46928-C3-3-
Beyond Surveys: Analyzing Software Development Artifacts to Assess Teaching Efforts
This Innovative Practice Full Paper presents an approach of using software
development artifacts to gauge student behavior and the effectiveness of
changes to curriculum design. There is an ongoing need to adapt university
courses to changing requirements and shifts in industry. As an educator it is
therefore vital to have access to methods, with which to ascertain the effects
of curriculum design changes. In this paper, we present our approach of
analyzing software repositories in order to gauge student behavior during
project work. We evaluate this approach in a case study of a university
undergraduate software development course teaching agile development
methodologies. Surveys revealed positive attitudes towards the course and the
change of employed development methodology from Scrum to Kanban. However,
surveys were not usable to ascertain the degree to which students had adapted
their workflows and whether they had done so in accordance with course goals.
Therefore, we analyzed students' software repository data, which represents
information that can be collected by educators to reveal insights into learning
successes and detailed student behavior. We analyze the software repositories
created during the last five courses, and evaluate differences in workflows
between Kanban and Scrum usage
Reuse through rapid development
The general issue of reuse of digital resources, called Learning Objects (LOs), in education is discussed here. Ideas are drawn from software engineering which has long grappled with the reuse problem. Arguments are presented for rapid development methodologies and a corresponding method for generation of online mathematics question banks is described
Involving External Stakeholders in Project Courses
Problem: The involvement of external stakeholders in capstone projects and
project courses is desirable due to its potential positive effects on the
students. Capstone projects particularly profit from the inclusion of an
industrial partner to make the project relevant and help students acquire
professional skills. In addition, an increasing push towards education that is
aligned with industry and incorporates industrial partners can be observed.
However, the involvement of external stakeholders in teaching moments can
create friction and could, in the worst case, lead to frustration of all
involved parties. Contribution: We developed a model that allows analysing the
involvement of external stakeholders in university courses both in a
retrospective fashion, to gain insights from past course instances, and in a
constructive fashion, to plan the involvement of external stakeholders. Key
Concepts: The conceptual model and the accompanying guideline guide the
teachers in their analysis of stakeholder involvement. The model is comprised
of several activities (define, execute, and evaluate the collaboration). The
guideline provides questions that the teachers should answer for each of these
activities. In the constructive use, the model allows teachers to define an
action plan based on an analysis of potential stakeholders and the pedagogical
objectives. In the retrospective use, the model allows teachers to identify
issues that appeared during the project and their underlying causes. Drawing
from ideas of the reflective practitioner, the model contains an emphasis on
reflection and interpretation of the observations made by the teacher and other
groups involved in the courses. Key Lessons: Applying the model retrospectively
to a total of eight courses shows that it is possible to reveal hitherto
implicit risks and assumptions and to gain a better insight into the
interaction...Comment: Abstract shortened since arxiv.org limits length of abstracts. See
paper/pdf for full abstract. Paper is forthcoming, accepted August 2017.
Arxiv version 2 corrects misspelled author nam
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