%0 Conference Proceedings
%T Does Process Assessment Drive Process Learning? The Case of a Bachelor Capstone Project
%+ Lab-STICC_ENSTAB_ CACS_MOCS
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%A Leilde, Vincent
%A Ribaud, Vincent
%< avec comité de lecture
%B 2017 IEEE 30th Conference on Software Engineering Education and Training (CSEE&T)
%C Savannah, France
%I IEEE
%3 Software Engineering Education and Training (CSEE&T), 2017 IEEE 30th Conference on
%8 2017-11-07
%D 2017
%R 10.1109/CSEET.2017.39
%K process assessment
%K ability model
%K capstone project
%Z Computer Science [cs]/Software Engineering [cs.SE]Conference papers
%X — In order to see if process assessment drives processes learning, process assessments were performed in the capstone project of a Bachelor in Computer Science. Assessments use an ability model based on a small subset of ISO/IEC 15504 processes, its main Base Practices and Work Products. Students' point of view was also collected through an anonymous questionnaire. Self-assessment using a competency model helps students to recognize knowledge, skills and experience gained over time and in diverse contexts. The capstone project offered a starting point. Students' self-assessment and external assessment are correlated to some point but are not correlated for topics unaddressed in the curriculum or unknown by students.
%G English
%2 https://hal.univ-brest.fr/hal-01756186/document
%2 https://hal.univ-brest.fr/hal-01756186/file/PID5031297.pdf
%L hal-01756186
%U https://hal.univ-brest.fr/hal-01756186
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%~ INSTITUT-TELECOM
%~ ENSTA-BRETAGNE
%~ CNRS
%~ UNIV-UBS
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