Moderating Effects of Requirements Uncertainty on Flexible Software Development Techniques

Partially due to increasing requirements uncertainty, flexibility has been in the focus of many software development activities for many years. Only few studies have analyzed the indirect effect that different levels of requirements uncertainty have on the effects of established flexible development techniques. This study analyzes how requirements uncertainty moderates the well studied effects of (1) sequential development, (2) investment in architectural design, and (3) intensity of early feedback on the performance of contract development projects. It finds that requirements uncertainty negatively moderates the effects of sequential development. It also points out that requirements uncertainty negatively moderates the effect of investment in architectural design. For agile development approaches, the value of investment in architectural design falls with increasing uncertainty. However, for plan-driven approaches, investment in architectural design is positive at any level of requirements uncertainty. Finally, the paper finds that early feedback throughout the development process is helpful at any level of requirements uncertainty

Support system for the assessment and intervention during the manual material handling training at the workplace : contributions from the systematic observation

Efficacy of classical manual material handling (MMH) training interventions on back pain prevention at the workplace has been called into question. The way that observation (self-observation or hetero-observation) is used in other areas to create feedback addressed to modify motor activities can justify innovative components for these interventions. However, their implementation and evaluation cannot be done without tackling the methodological challenge of developing a reliable observational instrument to measure manual handling practice during the training process. The aims of this study were: (1) justify and develop an hetero-observation (H-O) instrument to assess changes in the worker behavioral patterns with a level of analysis convenient to derive a parallel version for the systematic self-observation (S-O) during training on MMH; (2) provide evidence on the inter-rater reliability of the H-O instrument; (3) provide evidence on the usability of the S-O instrument and its perceived usefulness; and (4) provide evidence on the benefits that can be derived with the use of the H-O instrument to create feedback based on T-pattern and polar coordinate analysis. A mixed method approach mainly grounded on systematic observation was used. A convenience sample composed by blue-collar workers participated in the study. Based on literature review and expert opinion, the H-O instrument proposed was composed by six dimensions (feet, knee joints, back, elbow joints, load position, and interaction between back tilt and displacement) plus a structural dimension which defined MMH phases. The inter-rater reliability of this instrument was almost perfect for all dimensions using a tolerance level of 2 s (the range of time-unit kappa was from 0.93 to 0.97 and the range of event-based kappa was from 0.82 to 0.9). The usability and usefulness of the S-O instrument was highly valued by workers. Regarding the way to use hetero-observations to create feedback, the paper shows the great potential of T-pattern and polar coordinate analysis. The observational instruments developed combined with these techniques make it possible to characterize the body positions adopted during manual handling performance, and this is crucial to create feedback on performance instead of only feedback on result

Code Puzzle Completion Problems in Support of Learning Programming Independently

Middle school children often lack access to formal educational opportunities to learn computer programming. One way to help these children may be to provide tools that enable them to learn programming on their own independently. However, in order for these tools to be effective they must help learners acquire programming knowledge and also be motivating in independent contexts. I explore the design space of using motivating code puzzles with a method known to support independent learning: completion problems. Through this exploration, I developed code puzzle completion problems and an introductory curriculum introducing novice programmers to basic programming constructs. Through several evaluations, I demonstrate that code puzzle completion problems can motivate learners to acquire new programming knowledge independently. Specifically, I found that code puzzle completion problems are more effective and efficient for learning programming constructs independently compared to tutorials. Puzzle users performed 33% better on transfer tasks compared to tutorial users, while taking 21% less time to complete the learning materials. Additionally, I present evidence that children are motivated to choose to use the code puzzles because they find the experience enjoyable, challenging, and valuable towards developing their programming skills. Given the choice between using tutorials and puzzles, only 10% of participants opted to use more tutorials than puzzles. Further, 80% of participants also stated a preference towards the puzzles because they simply enjoyed the experience of using puzzles more than the tutorials. The results suggest that code puzzle completion problems are a promising approach for motivating and supporting independent learning of programming

Psychometrics in Practice at RCEC

A broad range of topics is dealt with in this volume: from combining the psychometric generalizability and item response theories to the ideas for an integrated formative use of data-driven decision making, assessment for learning and diagnostic testing. A number of chapters pay attention to computerized (adaptive) and classification testing. Other chapters treat the quality of testing in a general sense, but for topics like maintaining standards or the testing of writing ability, the quality of testing is dealt with more specifically.\ud All authors are connected to RCEC as researchers. They present one of their current research topics and provide some insight into the focus of RCEC. The selection of the topics and the editing intends that the book should be of special interest to educational researchers, psychometricians and practitioners in educational assessment

Semi-automated assessment of programming languages for novice programmers

There has recently been an increased emphasis on the importance of learning programming languages, not only in higher education but also in secondary schools. Students of a variety of departments such as physics, mathematics and engineering have also started learning programming languages as part of their academic courses. Assessment of students programming solutions is therefore important for developing their programming skills. Many Computer Based Assessment (CBA) systems utilise multiple-choice questions (MCQ) to evaluate students performance. However, MCQs lack the ability to comprehensively assess students knowledge. Thus, other forms of programming solutions are required to assess students knowledge. This research aims to develop a semi-automated assessment framework for novice programmers, utilising a computer to support the marking process. The research also focuses on ensuring the consistency of feedback. A novel marking process model is developed based on the semi-automated assessment approach which supports a new way of marking, termed segmented marking . A study is carried out to investigate and demonstrate the feasibility of the segmented marking technique. In addition, the new marking process model is developed based on the results of the feasibility study, and two novel marking process models are presented based on segmented marking, namely the full-marking and partial-marking process models. The Case-Based Reasoning (CBR) cycle is adopted in the marking process models in order to ensure the consistency of feedback. User interfaces of the prototype marking tools (full and partial) are designed and developed based on the marking process models and the user interface design requirements. The experimental results show that the full and partial marking techniques are feasible for use in formative assessment. Furthermore, the results also highlight that the tools are capable of providing consistent and personalised feedback and that they considerably reduce markers workload

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning