6e: Software Development Life Cycle

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6e: Software Development Life Cycle
Responsibilities for CSCI 4230

Note. Before teaching this course, consult the Response section of the assessment data page for a recent term of this course. Be sure to do what the Response section says should be done.

Assessment of competence
Here, the student is expected to put the ability to use and to demonstrate not only competence in its use but also competence in choosing where to use it. The student's competence is assessed. The setting for student learning In CSCI 4230, students use a software process model to organize the different steps in the software development life cycle during their group projects. They work through all steps outside of maintenance/evolution, creating appropriate deliverables including the developed system, documentation, and presentations. Rubric Good. Students select a software process model, and can explain why this model was selected and how it was used on the project. Students make effective use of a task tracking tool like Jira to support use of the selected model, and adhere to the model for the duration of the semester. At the end of the semester, students can report on how they used the process model – for instance, they can report which life cycle stages were performed at specific times in the project and what the outcomes of those stages were – and on how their work diverged from this model, if applicable. Satisfactory. Students select a software process model, and can explain why this model was selected and how it was used on the project. Students make use of a task tracking tool like Jira to support use of the selected model, with only minor issues in using the tool effectively (e.g., tasks may be too large). Students adhere to the model for the duration of the semester, with only minor deviations. At the end of the semester, students can report on how they used the process model – for instance, they can report which life cycle stages were performed at specific times in the project and what the outcomes of those stages were. Students may have minor difficulties in judging how their work diverged from this model, if this occurred. Unsatisfactory. A student's work is unsatisfactory if it does not meet any of the above criteria. Goal At least 75% of students who pass CSCI 4230 are rated as either satisfactory or good. At least 25% of students that pass CSCI 4230 are rated as good.

Assessment of competence

Here, the student is expected to put the ability to use and to demonstrate not only competence in its use but also competence in choosing where to use it. The student's competence is assessed.

The setting for student learning

In CSCI 4230, students use a software process model to organize the different steps in the software development life cycle during their group projects. They work through all steps outside of maintenance/evolution, creating appropriate deliverables including the developed system, documentation, and presentations.

Rubric

Good. Students select a software process model, and can explain why this model was selected and how it was used on the project. Students make effective use of a task tracking tool like Jira to support use of the selected model, and adhere to the model for the duration of the semester. At the end of the semester, students can report on how they used the process model – for instance, they can report which life cycle stages were performed at specific times in the project and what the outcomes of those stages were – and on how their work diverged from this model, if applicable.

Satisfactory. Students select a software process model, and can explain why this model was selected and how it was used on the project. Students make use of a task tracking tool like Jira to support use of the selected model, with only minor issues in using the tool effectively (e.g., tasks may be too large). Students adhere to the model for the duration of the semester, with only minor deviations. At the end of the semester, students can report on how they used the process model – for instance, they can report which life cycle stages were performed at specific times in the project and what the outcomes of those stages were. Students may have minor difficulties in judging how their work diverged from this model, if this occurred.

Unsatisfactory. A student's work is unsatisfactory if it does not meet any of the above criteria.

Goal

At least 75% of students who pass CSCI 4230 are rated as either satisfactory or good. At least 25% of students that pass CSCI 4230 are rated as good.