Um plano de medição para as disciplinas de resolução de problemas do curso de engenharia de software

Abstract

The Software Engineering course of Universidade Federal do Pampa has in its course curriculum the Problem Solving component, which implements in its methodology the method of teaching/learning Learning Based on Problems. Currently, the component management process do not have defined measures to provide assistance to the continuous improvement of the component and the possible decision-making. Based on this context, the objective of this work is to establish a mediation and analysis plan for the Problem Solving components that can provide support to the component management process, through defined measures and indicators. The plan is going to benefit not only the course administration but also the professors that will have indicators to make decision though the component execution. For the definition of the mediation plan, the Goal Question Metric methodology was followed, which provides a larger support to the measures definition, through the insertion of questions that connects the measures to the goals. The mediation plan was verified since its conception until the measures definition by the project team. It was also verified on two perspectives: through a pilot period and the evaluation done by the professors. The results from the pilot made it possible to identify that the evaluated class was not reaching the student active attitude evaluation goal, was reaching the collaborative work goal and was partially reaching the establishment between theoretical and practical goal. The evaluation done by the professors was accomplished through 4 inferences about the mediation plan, and for the results interpretation it was used the median of the answers that: confirm that the evaluated measures have an appropriate form of collecting, are indifferent to the storage form of the evaluated measures, agree that the evaluated measures are important to the plan and agree that the indicators presented are representatives. Therewith, through the results of the pilot and the evaluation performed, it can be conclude that the objective of this work was reached because specific measures that have value to the component were defined and also well representative indicators were defined in order to aid the course administration on the component management process.