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Assessing Students' IT Professional Values in a Global Project Setting
Gannon Univ, 109 Univ Sq, Erie, PA 16541 USA.
Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
Rose Hulman Inst Technol, 5500 Wabash Ave, Terre Haute, IN 47803 USA.
2019 (English)In: ACM Transactions on Computing Education, ISSN 1946-6226, E-ISSN 1946-6226, Vol. 19, no 2, article id 9Article in journal (Refereed) Published
Abstract [en]

This research aimed at evaluating the development and use of low-cost affective domain assessment instruments, culminating with personal and group characterization of representative global information technology (IT) professional values. Values and valuing are a compelling component of Bloom's affective domain of learning for engineering education. In helping students develop professional engineering competencies, it is essential that they develop not just cognitive knowledge of something but also values related to that knowledge and the ability to express these values in professional action. However, even if some professional values are identified, understood, and expressed, assessing student's values and valuing are difficult, and assessment instruments are often difficult to develop, particularly for assessing student learning in the context of a particular course. This exploratory study aimed at examining assessment of dispositional knowledge in the context of global software engineering (GSE). It focused on the development and use of a set of instruments for assessing affective domain student learning of global IT/software engineering (SE) professional values. The project included making explicit the IT professional values of interest among the participating faculty in the form of actionable value statements. Following a process derived from Thurstone scale development, the project included validation of these statements with an expert panel as question roots, followed by the use of these questions to investigate student and alumni receiving, responding, and valuing of these professional values. The effort needed to generate questionnaires suitable for course use was relatively low; these questionnaires were deployed to students and alumni from an open-ended global software engineering project course. Students responding reported significant agreement when receiving these global values, but sent more mixed responses in responding to and valuing them. The effort helped identify several actionable IT professional values worth reinforcing in future course offerings.

Place, publisher, year, edition, pages
ASSOC COMPUTING MACHINERY , 2019. Vol. 19, no 2, article id 9
Keywords [en]
Global software engineering, engineering values assessment, affective domain assessment, dispositional knowledge
National Category
Learning
Identifiers
URN: urn:nbn:se:uu:diva-377661DOI: 10.1145/3231710ISI: 000458016600003OAI: oai:DiVA.org:uu-377661DiVA, id: diva2:1291384
Available from: 2019-02-25 Created: 2019-02-25 Last updated: 2019-02-25Bibliographically approved

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Daniels, Mats

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