Option for evaluation of development of decision support system requirements

Abstract

Material relating to the creation of real projects is very rare. To solve this and other problems, the use of end-to-end projects of the semester or course scale was introduced into the process of preparing students. During the project, issues of iterative development of information systems are worked out, where the number of classes and structures is considered to be dozens and design patterns are used. All of them must be coordinated and take their place and role. After each iteration, students have a workable software module. The experience gained gives the student a sense of self-confidence, because he takes part, perhaps for the first time, in the creation of a significant application. Prepared students bring interesting solutions to the project and the role of the teacher is to extend the experience gained to the next year (semester), thereby reducing dependence on experienced professionals. More and more activities are moving to the electronic form, the implementation of the function of estimating the processing of the requirement is becoming easier, so research in this area has prospects. The purpose of the study: the creation of a methodological development for the preparation of students in the field of software engineering. Task: describe ways to ensure the quality of practical classes and the introduction of project technologies in pedagogical activities. Within the framework of the innovative content of education in the disciplines of Object-Oriented Programming, Software Modeling and Design, project technology has been introduced into the educational process. At this time, a unified approach to software development has become very popular. Within the framework of practical classes in each of the disciplines, a separate cross-cutting project is determined, which must be worked out. One or two practical sessions are an iteration of a cross-cutting project that creates new functionality or improves existing one. At the same time, a new construction of the studied programming or a new diagram (document) is being implemented in the project, which is being worked out as a result of the design. In order to improve the quality of training at the end of certain iterations, video recording of the development of the developed part of the project is carried out. Students are divided into groups. The most prepared student leads the development. He fully understands the process and is ready to provide effective assistance in the development of artifacts - one or another diagram (document), or one or another software module. Students work on a chart of artifacts and find out what exactly their group will do, on which artifacts their artifact depends. This affects the time the artifact is first developed. The artifact is proposed for development after a certain readiness of artifacts, on the basis of which the necessary artifact is developed. At the initial iterations it is necessary to make a Development Plan, which records the order of development of artifacts. Software development during video capture is carried out vertically. When building, it is desirable not to change the students during the initial iterations, so that they clearly fix their place of work in the architecture of the project and feel the variable part of their work and the constant part of their work. Implementing end-to-end semester or course projects and using a cloud environment provides significant hands-on experience and a portfolio that students can rely on when looking for work. Suggestions: Involve software companies in the development of the material taught. This can be a project that is created over approximately 18 (9) iterations, with continuous functionality and quality improvements. A project can have an interesting interface, use several programming languages (programming technologies), consist of several parts and have the means of compatibility between its parts and other projects.