T5-COMP1-3 - Construction of a syllabus adhering to the Teaching of Software Testing using Agile Practices

2. Research-to-Practice Full Paper
Isaac Souza Elgrably1 , Sandro Ronaldo Bezerra Oliveira1
1 Federal University of ParĂ¡

This Research to Practice Full Paper presents an investigation on how the teaching of software testing using agile practices can become adherent to academic competencies. Software testing is one of the areas that has the most critical elements for the software industry to generate quality products. However, in computing teaching at Brazilian universities, software testing is approached mainly as subtopics of Software Engineering or Software Quality subjects, this little contact with the topic may turn out to be a discouraging issue for higher education students seek knowledge about this area. For the development of the syllabus we had as reference the competencies and syllabus guidelines of the Ministry of Education in Brazil, as it is the regulator of the syllabus guidelines for the bachelor's and undergraduate courses in computing in Brazil. These guidelines served as a foundation for the implementation of courses in the Information Technology areas and for the creation of their pedagogical projects. In conjunction with these guidelines, other assets in the area were aligned, such as the academic syllabus of the Brazilian Computer Society and the ACM / IEEE, in conjunction with the SWEBOK test-oriented knowledge areas, the Test Maturity Model Integration process areas and guided by agile practices, principles and techniques found in the literature. After this stage, the construction of teaching units for testing teaching was carried out using the following items as a basis: prerequisites, guiding questions, program content, teaching strategies and expected results. These teaching units focused on testing teaching were evaluated, as part of a testing teaching model, by means a focus group, composed of three experts in the Software Engineering teaching with experience in teaching and research. The evaluation at the first moment took place individually, where the experts analyzed the syllabus construction and answered a questionnaire. Then, a consensus meeting took place to solve disagreements and capture critical problems, in order to finally issue a conclusive opinion of the group's evaluation. Thus, this work also provides a set of skills that we consider favorable to the teaching of software testing, taking into account several academic syllabus analyzed. Academic program managers and professors can use the knowledge generated in this paper to facilitate the construction of academic program syllabuses or subjects related to tests, learning objects and academic syllabus. Our findings can also be learning facilitators for competency-based teaching and learning experiences for testing professionals.