Navigating the Unknown: Introduction of an Analysis Metric for the Sprint Plan and Sprint Review in Educational Agile Development Projects
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Author / Producer
Date
2024
Publication Type
Conference Paper
ETH Bibliography
yes
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Abstract
In complex project-based courses, students work with a high degree of autonomy, making it difficult to assess individual progress. Thus, feedback and grading are often based on the results, which neglects the applied methods. However, gaining an understanding of students' approaches to complex projects could enhance comprehension of team success or failure. Our hypothesis is that there is a correlation between the consistency of the sprint plan and sprint review and the team’s overall performance in the competition. We introduce an approach to analyse the methodological effectiveness of student projects in their development approach. 70 student teams were requested to create a sprint plan at the start and a sprint review at the end of each of the five two-week iterative development sprints. The plan and review were based on four guiding questions for each sprint. A total of ten teams were examined, consisting of five high-performance and five low-performance teams. The teams were analysed quantitatively, and the consistency of sprint planning and sprint review was analysed qualitatively for one team from each group. Successful teams ran more tests and developed more prototypes and thus, delivered more profound results. The high-performance team formulated results clearer and more precisely and is more consistent throughout sprint plan and sprint review compared to the low-performance team.
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Publication status
published
External links
Editor
Book title
Proceedings of the 52nd Annual Conference of SEFI, Lausanne, Switzerland.
Journal / series
Volume
Pages / Article No.
Publisher
Zenodo
Event
52nd Annual Conference of the European Society for Engineering Education (SEFI 2024)
Edition / version
v1
Methods
Software
Geographic location
Date collected
Date created
Subject
Project-based learning; Agile development; Engineering education; Formative feedback; Learning assessment
Organisational unit
03943 - Meboldt, Mirko / Meboldt, Mirko