Volume IV: What works, what matters, what lasts
"An interesting question immediately presents itself: If the assigned problem and solution are not predefined, how does one assess whether the outcome is correct? The answer used in the design of this course was to teach software engineering as an assessment process, a process whereby students analyze and identify the problem, critique and formulate their own solution, and then document the way that they as a group worked to meet that goal (Ranum)."
- Teaching and Learning in Computer Science: Incorporating Assessment as a Tool Against Obsolescence
- David L. Ranum, Assistant Professor of Computer Science - Luther College
"A number of "best lessons" can be summarized from this experience: First, students often set goals that are too lofty and cannot be reached in the context of the semester-long project…Second, students report that they excelled in learning much more than could ever be accomplished in a typical lecture based course. They are motivated by a number of factors including the internal pressures of meeting their own group goals as well as the external expectations of other groups based on the goals that have been published to the public."