Student work in each of the BBST courses will be evaluated by other students and by the instructor(s).
Each course will include several assessments, such as exams, quizzes, and assignments. Each assessment has its own primary objective. Here are common examples of what we might be trying to achieve with a specific assignment:
- make a pass/fail decision about student performance that will be published in some way
- help the student identify strengths and gaps in knowledge and skill
- give the student practice working through a certain type of problem or task
- help the instructor understand where the course is failing to motivate the students or to help them learn
- motivate the students to spend a little more time, effort or attention on favored tasks
Normally, to pass the course, you must participate appropriately (add value to the course with your participation), submit reasonably good assignment(s) and exam(s), and provide reasonable assessments of other students’ work.
We do have expectations for your participation in online discussions, including the comments you make when you grade someone else’s work. For example:
- When we give you a reading assignment and ask you to post comments based on it, our expectations are summarized in David Jensen’s article on How to initiate a paper discussion and in this rubric for initial postings.
- When you post your assignment, we will ask others to comment on it. Our expectations for those comments are summarized in this rubric for follow-up comments.
Assignments vary widely. For example:
- In the Bug Advocacy course, one assignment simply has you register as a developer in an open-source software project and search the bug tracking database for open bugs. This doesn’t require much knowledge or skill; it’s just a task that must be done to enable the next assignments.
- A much more complex assignment in Specification-Based Testing points students to a complex, contradictory group of specifications for a feature and requires the student to make sense of it using the Heuristic Test Strategy Model. The student demonstrates an understanding of the specification, in terms of the model, by drawing a detailed concept map. This requires knowledge of the model, skill in active reading and modeling, and a lot of analytical work using active reading techniques.
It is impossible to write one set of guidelines that adequately describes our grading expectations for all of the assignments. There are some common themes, and we have developed a generic rubric that sets out baseline expectations that apply to most assignments.
Another expectation that applies to all assignments is that what you submit is your work and is not plagiarized from any other source. We fully describe the plagiarism policy within the course.
In addition to these general expectations, we will describe grading expectations for each assignment. However, as you get more experienced, we will expect you to be able to structure your answers yourself and so instructions in later courses will be less detailed.
Exams (and their Study Guides)
In many of the courses (perhaps all of them), the instructor will provide a study guide that includes a set of possible exam questions. The actual questions on the final exam will be drawn from this study guide.
We encourage you to study for the exam with friends, to research your answers to the exam questions, to write drafts of your answers in advance, and collect comments from your colleagues.
Because you have the exam questions well before the exam, we expect examination answers to be well written. That is, they should be:
- clearly organized
- directly responsive to the question that was asked
- focused on the question that was asked, without discussing issues that were not asked.
It is a good idea to create an outline of your answer before writing out the complete answer. This will help you clarify and focus your thinking.
We expect you to answer the exam itself without help, without pasting any part of any answer that you created for the exam while studying, and more generally without referring to or using any notes or any other sources when you answer the exam. We also expect that, if the exam specifies a time limit for writing the exam, you will stop writing before the limit expires. The reason for the time limit is that we set a grading structure on the assumption that you can only write so thorough an answer in a specified amount of time.
- Using sources or getting assistance of any kind when you write the exam is cheating.
- Writing the exam for longer than the allowed time is also cheating.
- If the instructor discovers that you cheated on the exam, you will fail the course.
Overall Assessment Strategy
Here are some working notes on the strategy of assessment in the software testing course. They are rough guides to the thinking behind the academic version of the course.
- Kaner, Assessment in the Software Testing Course
- Kaner, Carts before horses: Using preparatory exercises to motivate lecture material
In each course, the final pass/fail decision is a subjective judgment made by the lead instructor. Our goal is to pass most students in every class. However, a student is likely to fail if he or she:
- does not submit a critical assignment or exam
- does not submit thoughtful assessments of peer work by the course deadline
We cannot watch you as you write your exam, so it is possible for students to cheat. If the instructor has grounds to believe that a student has cheated on an exam, he can expel that student from the course.