Abstract
AbstractOver recent years, we have attempted to design summative assessments for a final year undergraduate module in Systems Analysis and Design that engage students in stimulating, practical tasks that are based upon real-world requirements. This paper evaluates the progression of these ambitions and draws attention to the constraints that inevitably limit attempts to simulate software development environments. The paper critically reflects on lessons learned and anticipates improvements in the model, particularly the idea that student solutions can form a repository of material representing an advancing body of in-house knowledge, and the prospect of moving towards a more real-world learning and assessment environment. Current work is focused on analysing system requirements among a community of voluntary carers dealing with elderly residents. This has the advantage of forging valuable external links as well as providing a live user environment. It is suggested that such projects could also be integrat...
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