一句话：通过三个学期、64个团队的数据，评估首门软件工程课程中项目式真实性评估能实现的程度。
为使学生具备业界所需的技术、问题解决与社交能力，软件工程教育常采用真实性评估和项目式学习，但不同年级课程应具有不同真实性水平。本文报告并讨论卡尔加里大学首门软件工程课程的数据。研究采用七项真实性评估，覆盖完整软件开发生命周期，收集2016—2018三个学期64个软件开发项目团队、共229名本科生的数据，以评估并监测学生表现。结果显示，学生在部分问题解决技能上取得进步，但在社交技能（如人际处理、谈判和组织技能）、软件质量理解以及适应性方面仍存在困难。
Software engineering (SE) students not only need sufficient technical knowledge and problem solving ability but also social and interpersonal skills in order to be industry ready. To prepare the students for the 'real world' the SE educators frequently use 'Authentic Assessment' and 'Project Based Learning (PBL)' approaches in their curricula. However, the level of 'authenticity' should vary within PBL courses offered in different years of a degree program. In this paper, we present and discuss the results of the data collected and analyzed from the first SE course offered to the students. The aim of our research is to explore how much authenticity can be achieved in the first SE course. Our study was conducted at the University of Calgary with 64 software development project teams, totaling 229 undergraduate students. The data is collected from three semesters (2016-2018) in order to assess and monitor students performance. The course design used seven authentic assessments that focused on students skills while covering a complete software development lifecycle. The results from data analysis show that students made progress in some areas of problem solving skills, however, they struggled in their social skills (e.g. people handling skills, negotiations skills and organizational skills), understanding software quality and adaptability.
@inproceedings{AbadBZ19,
title = {How Much Authenticity can be Achieved in Software Engineering Project Based Courses?},
author = {Zahra Shakeri Hossein Abad and Muneera Bano and Didar Zowghi},
booktitle = {ICSE},
year = {2019},
doi = {10.1109/icse-seet.2019.00030}
}