CiteULike: tinkha's library [32 articles]

Improving information requirements determination: a cognitive perspective

Glenn Browne — 2005-10-20T15:49:26-00:00

Inf. Manage., Vol. 39, No. 8. (September 2002), pp. 625-645.

The Nature of External Representations in Problem Solving

Jiajie Zhang — 2005-10-20T15:38:26-00:00

Cognitive Science, Vol. 21, No. 2. (1997), pp. 179-216.

Learning and Individual Differences: Process, Trait, and Content Determinants

2005-08-04T15:40:49-00:00

(01 March 1999)

A Multidimensional Model for Consolidating Balanced Scorecards

Alain Abran — 2005-08-04T15:26:36-00:00

(24-27 July 2002)

Evaluation of IT conformance to organization goals with Balanced Scorecards

Automatic test data generation using genetic algorithm and program dependence graphs

Hao Zhang — 2005-08-02T04:18:22-00:00

(2004)

The complexity of software systems has been increasing dramatically in the past decade, and software testing as a most labor-intensive component becomes more and more expensive. Software costs at least 50% of the total expense of software development, so any techniques leading to automatic generation of test data will have great potential to considerably reduce the cost. Existing approaches of automatic test data generation have achieved some success of using evolutionary computation algorithms as their optimization techniques to transform problems of test data generation to optimization problems, but they are unable to deal with Boolean variables or enumerated types and they need to be improved in many other aspects. This thesis presents a new approach utilizing program dependence analysis technique and genetic algorithms (GAs) to generate test data. A set of experiments using the new approach is reported to show its effectiveness and efficiency based on the established criterion.

Black-Box Software Testing using Module Interface Specifications

Ruth Abraham — 2005-08-01T19:46:48-00:00

(April 1993)

Describes black-box testing using formal interface specifications to derive test cases

An analysis of software project failure

Joichi Abe — 2005-08-01T19:28:53-00:00

(1979), pp. 378-385.

Standard for Software Component Testing (Draft 3.4)

British — 2005-01-20T00:29:54-00:00

(27 April 2001)

Guidelines for test techniques and coverage measures for those techniques

Affective Learning - A Manifesto

RW Picard — 2005-03-19T17:01:49-00:00

BT Technology Journal, Vol. 22, No. 4. (October 2004), pp. 253-269.

Integrating Security into Agile Development Methods

M Siponen — 2005-03-19T03:28:35-00:00

System Sciences, 2005. HICSS '05. Proceedings of the 38th Annual Hawaii International Conference on (2005), pp. 185a-185a.

Software developers can use agile software development methods to build secure information systems. Current agile methods have few (if any) explicit security features. While several discrete security methods (such as checklists and management standards) can supplement agile methods, few of these integrate seamlessly into other software development methods. Because of the severe constraints imposed by agile methods, these discrete security techniques integrate very poorly into agile approaches. This article demonstrates how the security features can be integrated into agile methods.

More testing should be taught

Terry Shepard — 2005-03-13T10:22:01-00:00

Commun. ACM, Vol. 44, No. 6. (June 2001), pp. 103-108.

TACCLE: a methodology for object-oriented software testing at the class and cluster levels

Huo Chen — 2005-03-17T08:57:48-00:00

ACM Trans. Softw. Eng. Methodol., Vol. 10, No. 1. (January 2001), pp. 56-109.

Unit testing: test early, test often

Michael Olan — 2005-03-13T21:36:40-00:00

J. Comput. Small Coll., Vol. 19, No. 2. (December 2003), pp. 319-328.

Using testing and JUnit across the curriculum

Michael Wick — 2005-03-13T21:35:55-00:00

(2005), pp. 236-240.

Extreme programming for software engineering education?

L Williams — 2005-03-13T21:34:10-00:00

Frontiers in Education Conference, 2001. 31st Annual, Vol. 1 (2001), pp. T2D-12-17 vol.1.

The eXtreme Programming (XP) software development methodology, has received considerable attention in recent years. The adherents of XP anecdotally extol its benefits, particularly as a method that is highly responsive to changing customer's desires. While XP has acquired numerous vocal advocates, the interactions and dependencies between XP practices have not been adequately studied. Good software engineering practice requires expertise in a complex set of activities that involve the intellectual skills of planning, designing, evaluating, and revising. The authors explore the practices of XP in the context of software engineering education. To do so, one must examine the practices of XP as they influence the acquisition of software engineering skills. The practices of XP, in combination or isolation, may provide critical features to aid or hinder the development of increasingly capable practitioners. This paper evaluates the practices of XP in the context of acquiring these necessary software engineering skills

Software process in the classroom: the Capstone project experience

D Umphress — 2005-03-13T21:31:38-00:00

Software, IEEE, Vol. 19, No. 5. (2002), pp. 78-81.

A process-oriented perspective on large student projects guides students in integrating end-to-end life-cycle skills and provides consistency of experience among projects. After conducting 49 Capstone projects, the authors learned that they must cultivate a process culture, that agile processes provide a bridge from ad hoc programming assignments to organized project work, and that process requires a suitable infrastructure of tools and process expertise.

Adapting extreme programming for a core software engineering course

A Shukla — 2005-03-13T21:30:32-00:00

Software Engineering Education and Training, 2002. (CSEE&T 2002). Proceedings. 15th Conference on (2002), pp. 184-191.

Over a decade ago, the manufacturing industry determined it needed to be more agile to thrive and prosper in a changing, nonlinear, uncertain and unpredictable business environment The software engineering community has come to the same realization. A group of software methodologists has created a set of software development processes, termed agile methodologies that have been specifically designed to respond to the demands of the turbulent software industry. Each of the processes in the set of agile processes comprises a set of practices. As educators, we must assess the emerging agile practices, integrate them into our courses (carefully), and share our experiences and results from doing so. The paper discusses the use of extreme programming, a popular agile methodology, in a senior software engineering course at North Carolina State University. It then provides recommendations for integrating agile principles into a core software engineering course

Integrating Agile Practices into Software Engineering Courses

G Hislop — 2005-03-13T21:29:40-00:00

Computer Science Education, Vol. 12, No. 3. (September 2002), pp. 169-185.

Agile software development methodologies are gaining popularity in industry although the comprise a mix of accepted and controversial software engineering practices. It is quite likely that the software industry will find that specific project characteristics will determine the prudence of using an agile or a plan-driven methodology - or a hybrid of the two. Educators must assess the value and applicability of these emerging agile practices and decide what role they have in software engineering curricula. This paper povides a brief overview of several agile methodologies, including a discussion of evaluative research of agile practices in academia. The paper also considers instructional issues related to agile methods and the impact of agile methodologies on existing curricular references such as SWEBOK.

eXtreme programming at universities - an educational perspective

J Schneider — 2005-03-13T20:56:55-00:00

Software Engineering, 2003. Proceedings. 25th International Conference on (2003), pp. 594-599.

To address the problems of traditional software development, recent years have shown the introduction of more light-weight or "agile" development processes (eXtreme Programming being the most prominent one). These processes are intended to support early and quick production of working code by structuring the development into small release cycles and focus on continual interaction between developers and customers. As such software development processes become more popular there is a growing demand from industry to introduce agile development practices in tertiary education. This is not a straightforward task as the corresponding practices may run counter to educational goals or may not be adjusted easily to a learning environment. In this paper, we discuss some of these issues and reflect on the problems of teaching agile processes in tertiary education.

The agile approach in an undergraduate software engineering course project

T Reichlmayr — 2005-03-13T20:56:03-00:00

Frontiers in Education, 2003. FIE 2003. 33rd Annual, Vol. 3 (2003), pp. S2C-13-18 vol.3.

The rise in popularity of agile software development methodologies such as extreme programming (XP), crystal, DSDM and feature-driven development has opened an opportunity for the software engineering education community. How can one capitalize on the strengths of agile development models while still appealing to established software engineering practices? The typical introductory software engineering course makes use of a team-based project to reinforce software process activities. The project normally runs for one academic term during which students are led through life-cycle activities using a modified waterfall approach to software development. While useful in teaching software engineering process concepts, this approach limits the team's ability to utilize feedback from downstream process activities. It also limits the students' opportunity to understand process improvement from their own experiences. The ability to respond to project change is also dampened by the fact that teams do not have the time or resources in this format to modify, or refactor the design of a project component let alone incorporate a new or modified customer requirement. Agile methodologies promote an evolutionary approach to development using short incremental release cycles. We report on the experiences of conducting a team project in an introductory software engineering course using agile development techniques at the Rochester Institute of Technology. Teams have the opportunity to experience multiple iterations of the software engineering life cycle and evolve a product design that allows for discoveries made during implementation and through the introduction of changing customer requirements. The project integrates the concept of test-driven development. This agile technique addresses testing early in the development process and reinforces the value of unit testing. The incorporation of agile techniques is not only useful for students in an introductory course, but may also be applied to upper division software engineering courses.

Case study: extreme programming in a university environment

M Muller — 2005-03-13T20:55:02-00:00

Software Engineering, 2001. ICSE 2001. Proceedings of the 23rd International Conference on (2001), pp. 537-544.

Extreme programming (XP) is a new and controversial software process for small teams. A practical training course at the University of Karlsruhe led to the following observations about the key practices of XP. First, it is unclear how to reap the potential benefits of pair programming, although pair programming produces high-quality code. Second, designing in small increments appears to be problematic but ensures rapid feedback about the code. Third, while automated testing is helpful, writing test cases before coding is a challenge. Last, it is difficult to implement XP without coaching. This paper also provides some guidelines for those starting out with XP.

Use of extreme programming (XP) in teaching introductory programming

V Jovanovic — 2005-03-13T20:54:08-00:00

Frontiers in Education, 2002. FIE 2002. 32nd Annual, Vol. 2 (2002), F1G-23 vol.2.

This work was motivated by the possibility of improving success rates in introductory programming courses by adapting approaches like extreme programming (XP). Specifically, to identify the practices in XP that enhance learning. The authors hoped that experience with XP, at an early stage, would improve both student motivation and interest in the profession. This paper reports findings of several instructors, with more than 200 students, over one academic year.

Perceptions of Agile Practices: A Student Survey

Grigori Melnik — 2005-03-13T20:52:10-00:00

Agile Universe 2002 (2002)

The paper reports on the results of a recent study on student perceptions on agile practices. The study involved forty-five students enrolled in three different academic programs (Diploma, Bachelor's and Master's) in two institutions to determine their perceptions of the use of extreme programming practices in doing their design and coding assignments. Overwhelmingly, students' experiences were positive and their opinions indicate the preference to continue to use the practices if allowed.

Using Test-Driven Development in the Classroom: Providing Students with Automatic, Concrete Feedback on Perfomance

Stephen Edwards — 2005-03-13T20:48:38-00:00

EISTA 2003 (2003)

There is a need for better ways to teach software testing skills to computer science undergraduates, who are routinely underprepared in this area. This paper proposes the use of test-driven development in the classroom, requiring students to test their own code in programming assignments. In addition, an automated grading approach is used to assess student-written code and student-written tests together. Students receive clear, immediate feedback on the effectiveness and validity of their testing. This approach has been piloted in an undergraduate computer science class. Results indicate that students scored higher on their program assignments while producing code with 45% fewer defects per thousand lines of code.

Challenges in Teaching Test Driven Development

Rick Mugridge — 2005-03-13T20:44:07-00:00

XP 2003 (May 2003)

Using Test Driven Development in a Computer Science Classroom: A First Experience

Jeffrey Elkner — 2005-03-13T20:42:10-00:00

An experience in integrating automated unit testing practices in an introductory programming course

Elena Barriocanal — 2005-03-13T20:40:23-00:00

SIGCSE Bull., Vol. 34, No. 4. (December 2002), pp. 125-128.

Test-driven development goes to school

Christopher Jones — 2005-03-13T20:39:23-00:00

J. Comput. Small Coll., Vol. 20, No. 1. (October 2004), pp. 220-231.

Implications of test-driven development: a pilot study

Reid Kaufmann — 2005-03-13T20:32:34-00:00

(2003), pp. 298-299.

The effect of unit tests on entry points, coupling and cohesion in an introductory Java programming course

Daniel Steinberg — 2005-03-13T20:30:32-00:00

XP Universe 2001 Proceedings (July 2001)

When using unit testing in an XP study group, we noticed that none of the groups introduced a main() method until it was time to deploy the application. In teaching programming in the Java programming language, there are many advantages to not introducing main() until later. In this paper we look at some of the reasons for not introducing main(). We then examine some of the related advantages of using unit tests in an introductory course.

Experiment about test-first programming

M Muller — 2005-03-13T20:23:36-00:00

Software, IEE Proceedings- [see also Software Engineering, IEE Proceedings], Vol. 149, No. 5. (2002), pp. 131-136.

Test-first programming is one of the central techniques of extreme programming. Programming test-first means (i) write down a test-case before coding and (ii) make all the tests executable for regression testing. Thus far, knowledge about test-first programming is limited to experience reports. Nothing is known about the benefits of test-first compared to traditional programming (design, implementation, test). This paper reports an experiment comparing. test-first to traditional programming. It turns out that test-first does not accelerate the implementation, and the resulting programs are not more reliable, but test-first seems to support better program understanding.

Black-box testing using flowgraphs: an experimental assessment of effectiveness and automation potential

Stephen Edwards — 2005-02-07T17:22:53-00:00

Software Testing, Verification and Reliability, Vol. 10, No. 4. (12 January 2001), pp. 249-262.

A black-box testing strategy based on Zweben <I >et al.'s</I > specification-based test data adequacy criteria is explored. The approach focuses on generating a flowgraph from a component's specification and applying analogues of white-box strategies to it. An experimental assessment of the fault-detecting ability of test sets generated using this approach was performed for three of Zweben <I >et al.'s</I > criteria using mutation analysis. By using precondition, postcondition and invariant checking wrappers around the component under test, fault detection ratios competitive with white-box techniques were achieved. Experience with a prototype test set generator used in the experiment suggests that practical automation may be feasible. Copyright © 2000 John Wiley & Sons, Ltd.