Identifying base competencies as prerequisites for software engineering education

Thurner, Veronika; Böttcher, Axel; Kamper, Andreas

doi:10.1109/educon.2014.6826240

Cited by 22 publications

(12 citation statements)

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“…As a first step in designing the test for incoming students, these competences have to be selected in a systematic way. Applying the approach described in [1], we identified the following cognitive competences as being highly relevant: systematic thinking, logical thinking, thinking in an abstract way, thinking concretely, analytical thinking, and thinking holistically (cf. Table 2) To systematically evaluate these competences, we employ a set of test items that attempt to address each single competence on its own, i.e.…”

Section: Goals and Benefitsmentioning

confidence: 99%

“…This survey focusses on soft skills and cognitive skills (rather than professional skills), as they are the foundation for the learning process. As a next step, Thurner et al [1] identified a set of competences that are relevant, but often missing in first-year students of CS or related topics.…”

Section: Related Workmentioning

confidence: 99%

“…Table 2. Selection of relevant competences [1] and their descriptions [2]. systematic I consequently work off given instructions and apply well known methods.…”

Section: Designing the Prototype And Pilot Studymentioning

confidence: 99%

“…After identifying competences that are relevant for studying computer science or related topics successfully (Thurner, Böttcher, & Kämper, 2014), the project team started to develop different assessments to evaluate students' competences in 2013. In October 2013, the tool set of test instruments (cf.…”

Section: Knowledge Test Designmentioning

confidence: 99%

“…It consisted of six parts: German reading comprehension, English reading comprehension, basic math, computer knowledge (theory and practice) and CS-specific competences. The part with CS-specific competences was based on a selection of cognitive competences identified in [1] as being crucial for studying Computer Science or related topics successfully. [2] provides short definitions of these competences, to help students to reflect on their respective skills.…”

Section: Designing the Prototype And Pilot Studymentioning

confidence: 99%

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Developing a Test for Assessing Incoming Students’ Cognitive Competences

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Abstract-Every year, a few weeks after new freshmen students started on their course of studies in Computer Science, many lecturers complain that some of their students are ill-equipped with those competences that are necessary to study successfully. Hence, these students struggle. This situation can be observed universally, at different universities and in various countries. On the other hand, at the same time there usually are some students around, which meet study requirements rather easily. To effectively deal with this heterogeneity, lecturers need to gain a quick overview of initial competences in their student cohorts. This paper describes the development of a test that assesses first-year students' initial cognitive competences as well as basic knowledge in maths and computer usage. On this basis, lecturers can adapt their lectures to address the students' current level, in order to quickly develop those skills that are still missing. We have been using this test for four years, for a pilot study as well as three regular runs. So far, we have collected test results of over 750 students. First insights into the results confirm our assumption that important competences are lacking in many freshmen students. As a consequence, we adapt our teaching in introductory courses, to enable students to close the gap and quickly meet study requirements. Keywords-cognitive competence, assessment, skill level, study requirements MotivationAll over the world, university lecturers report that some students meet study requirements rather easily, while others struggle. Although the academic community has been dealing with this situation for years, the key factors that make some students successful while others struggle are not yet sufficiently well understood. Therefore, we attempt to analyse freshmen students' initial competences and relate them to study requirements.Our observations from past teaching experience suggest that more and more firstsemester students are ill equipped with those base competences that are necessary to study successfully. More precisely, many of them have significant deficits in those cognitive competences that are crucial for studying Computer Science successfully, such as abstract and logical thinking. Based on these observations, we built the hyiJEP

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Section: Goals and Benefitsmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

“…Table 2. Selection of relevant competences [1] and their descriptions [2]. systematic I consequently work off given instructions and apply well known methods.…”

Section: Designing the Prototype And Pilot Studymentioning

confidence: 99%

Section: Knowledge Test Designmentioning

confidence: 99%

Section: Designing the Prototype And Pilot Studymentioning

confidence: 99%

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Developing a Test for Assessing Incoming Students’ Cognitive Competences

et al. 2017

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Hard Competencies Satisfaction Levels for Software Engineers: A Unified Framework

Assyne

2019

Lecture Notes in Business Information Processing

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Software engineer's/developer's competency has long been established as a key pillar for the development of software. Nevertheless, the satisfaction levels derived from using a competency needs more investigation. The aim of this paper is to propose a framework for identifying hard competencies and their satisfaction levels. The paper contributes to the software engineering competency research by highlighting the satisfaction levels of hard competence for the benefit of the educators (academia), software engineers and users of software competence (practitioner).

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Soft Competencies and Satisfaction Levels for Software Engineers: A Unified Framework

Assyne

2019

Software Quality: Quality Intelligence in Software and Systems Engineering

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The importance of software engineers' competency has long been established as a key pillar for the development of robust software in order to achieve quality software. Software engineering competency research is not necessarily lacking. Nevertheless, the satisfaction derived from using software competency needs more investigation. The aim of this study is to identify soft competencies from empirical data and create satisfaction levels for software engineers' soft competencies. The result shows 63 soft competencies with three different satisfaction levels consisting of basic, performance and delighters. The paper contributes to the SEC research by highlighting the satisfaction levels of soft competency for the benefit of the educators (academia), software engineers (possessor) and users of software competency (practitioner).

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Identifying base competencies as prerequisites for software engineering education

Cited by 22 publications

References 4 publications

Developing a Test for Assessing Incoming Students’ Cognitive Competences

Developing a Test for Assessing Incoming Students’ Cognitive Competences

Hard Competencies Satisfaction Levels for Software Engineers: A Unified Framework

Soft Competencies and Satisfaction Levels for Software Engineers: A Unified Framework

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