Assessing academic achievement and acquisition of expertise in an agile development environment
Samia Oussena, Bruce Laurie · 2007
This paper addresses the assessing of progress in students acquiring working expertise and academic framework in the agile software development domain. It summarises experience in the delivery of the module to students with a diverse range of backgrounds and technical abilities. This challenge has driven the attempt to develop a student-centred approach to learning and teaching. By its nature, agile methods are iterative and therefore require assessment thought the system development life-cycle. It also requires both technical and softer skills, both of which are assessed. Workshops assessing interaction such as pair programming, user-developer interaction and also mentoring and support had to be included in the pedagogical model.