Software quality assessment using a multi-strategy classifier

Abstract. The research aimed to assess the improvement of students' creative thinking skills through the implementation of the Case Based Learning (CBL) model, supported by a Virtual Laboratory, in the topic of Optics. The method used was Classroom Action Research (CAR) involving 41 students from class XI MIPA 6 at SMA Negeri 6, Kabupaten Tangerang. The research was designed in three cycles, each consisting of four stages: planning, action, observation, and reflection. The results indicated that the application of the CBL model, assisted by the Virtual Laboratory, significantly enhanced students' creative thinking abilities. The average percentage of students categorized as "Highly Creative" increased from 12.1% in the first cycle, to 29.2% in the second cycle, and reached 58.04% in the third cycle. Meanwhile, the percentage of students in the "Not Creative" category decreased from 24.3% in the first cycle, to 9.7% in the second cycle, and dropped to 0% in the third cycle. These findings suggest that integrating the CBL model with a virtual laboratory is not only effective in boosting creative thinking skills but also in deepening students' understanding of physics concepts visually. The implications of this research indicate that the use of Virtual Laboratory within the CBL model provides a strong framework for innovative teaching practices in physics education, which can enhance the effectiveness of learning and student motivation.

Background and Purpose. Indiana University faculty and students developed a multi-generational case family series as a tool for implementing the Integrated Longitudinal Case-Based Learning (ILCBL) model supporting the achievement of program objectives. The purposes of this paper are to present the development of the Indiana University Doctor of Physical Therapy Family Tree as a tool for the application of the ILCBL model and to discuss preliminary findings evaluating the model's effectiveness. Method/Model Description and Evaluation. The Indiana University Doctor of Physical Therapy Family Tree: An Integrated Case Series, comprised of 37 interrelated cases spanning 4 generations, was co-created by faculty and students to serve as a tool to enhance teaching and learning. ILCBL is a novel perspective on casebased learning. Its aim is to facilitate the development of student problem-solving and clinical decision-making skills, as well as cultural and ethical competence in preparation for clinical practice. Outcomes. Outcome measures included student course surveys (n = 89/102; 87.25% response rate) and clinical discussion forum comments (n = 69/69; 100% response rate). Student survey results were supportive of the ILCBL model, citing benefits in problem solving, critical thinking, and clinical preparation; however, a desire for more consistent use was indicated. Clinical discussion forum comments reflected the longitudinal value of ILCBL in translating classroom knowledge into clinical application. Faculty comments also highlighted the efficiency and effectiveness of the ILCBL model. Discussion and Conclusions. The ILCBL model successfully supports course and program objectives. The case family series is an effective and efficient means for implementation of the ILCBL model. The most promising aspect of ILCBL is students' perspective of its longitudinal value in fostering critical thinking skills and cultural and ethical sensitivity. Future developments will focus on more consistent and integrated applications of the case family series towards expansion of the ILCBL concept. Key Words: Teaching methods, Critical thinking, Case-based learning, Curricular strategy. BACKGROUND AND PURPOSE In 2003, in its first year of a newly designed Doctor of Physical Therapy curriculum, Indiana University (IU) was presented an opportune moment to foster faculty collaboration toward a comprehensive education model. The goal was to implement the Integrated Longitudinal Case-Based Learning (ILCBL) model with the goals of decreasing course isolation, facilitating effective learning, and increasing efficiency. A pedagogical instrument, The Indiana University Doctor of Physical Therapy Family Tree: An Integrated Case Series, was constructed connecting the mission, vision, and curricular threads with the hope of facilitating learning across the curriculum. The IU physical therapy curriculum is derived from an analysis of current practice standards articulated in the American Physical Therapy Association's (APTA) Guide to Physical Therapist Practice1 and the Normative Model of Physical Therapist Professional Education,2 as well as from disablement3 and clinical decision-making models.46 Integration of these various resources has led to a progressive curricular design where basic science forms a knowledge base from which applied sciences build. The goal is to prepare new clinicians to think critically and to problem solve for all types of patient conditions. While the structure of the curriculum lends itself to the development of these skills, creating educational experiences that draw these components together can be challenging. Consequently, implementing pedagogical approaches within the classroom that foster applied learning becomes essential. The literature describes several different strategies to promote effective clinical reasoning, including problem-based learning (PBL),'8 case-based learning (CBL),911 and standardized patient simulations (SPS). …

In the context of the rapid development of information technologies, software quality is becoming critical for the successful operation of organizations in various industries. The growing complexity of modern software solutions requires the involvement of highly qualified specialists in software testing and quality assessment, capable of effectively identifying shortcomings and ensuring that the product meets established standards. At the same time, assessing the level of competence of such experts remains a difficult task, which is often based on subjective criteria and methods. The relevance of the study is due to the acute need of the modern IT market for objective tools for assessing the professional level of specialists, especially in the field of software quality assurance. Traditional approaches to qualification assessment, such as interviews, test tasks or resume analysis, often do not provide a complete and objective picture of the expert's competence. This problem becomes especially acute in the conditions of the global labor market, when companies are forced to evaluate specialists remotely, relying only on a limited set of data on their experience and skills. Today, software has become an integral part of many areas of our everyday life - from automation and optimization of production processes to creating comfort for an individual. The object of the study is the process of determining the level of competence of experts in software quality assessment. The subject of the study is a mathematical model for calculating the level of competence of an expert. The practical value of the results of the work is determined by the possibility of using the developed system by HR managers for effective selection of specialists, by heads of QA departments for the formation of balanced testing teams, by certification centers for objective assessment of competence, as well as by the experts themselves for planning their own professional development. Conclusion the developed mathematical model for calculating the level of competence of an expert allows you to reduce the time for assessing the competence of specialists, minimize the influence of subjective factors when making personnel decisions, and optimize the distribution of human resources in software development and testing projects.

The importance of critical thinking skills that students have requires an appropriate learning model. The aim of this research is to determine the effect of the Case Based Learning (CBL) model assisted by QR code Snakes and Ladders media on students' critical thinking abilities in the geography subject. This research used a quasi-experimental method with a posttest-only design. Two classes, which were confirmed to be equivalent based on previous average scores (67.77 and 68.74), were randomly assigned as the experimental and control groups. The independent variable (X) is the CBL model assisted by the QR code Snakes and Ladders, and the dependent variable (Y) is students' critical thinking, which was measured using posttest sheets. The CBL model assisted by the QR code Snakes and Ladders was found to have a significant influence on critical thinking skills, as evidenced by the Independent Sample T-Test significance value of 0.043 < 0.05, which means H1 is accepted and H0 is rejected. The results showed the experimental class average (73.06) was higher than the control class (63.43). Research findings indicate: 1) The CBL model with the media has a significant effect on critical thinking skills; 2) The case analysis syntax has the most influence; and 3) The 'analysis' indicator of critical thinking is the most significant in both classes.

The current era changes the educational situation. There is an urgent need to integrate advanced information technology with innovative teaching models to improve students' analytical thinking skills.It was employed to Vocational High School teachers and students as a learning innovation in the current era.The selection of Vocational High School teachers and students for research is because the researcher focuses on research in the field of vocational education and it is relevant with the researcher's field of knowledge. This study aims to develop and validate a Case Based Learning model integrated with a Knowledge Management System, designed to enhance critical thinking skills among vocational high school students. The paper applies Research and Development with theADDIE scheme. The latest concept of the model, namely the Case Based Learning Model, can be collaborated with the Knowledge Management System to improveCritical Thinking Skills student as a competency needed in the current era. It is expected to have a positive impact and change practices and learning outcomes in the context of the industrial revolution currently taking place.

Extensive reading is a pedagogical approach that emphasizes reading for pleasure, allowing learners to choose texts that align with their interests and target language proficiency. However, two significant challenges hinder its effectiveness: the complexity of texts, which often limits comprehension, and vocabulary constraints, which impede students’ engagement with reading materials. This study explores students’ perceptions of integrating case-based learning within a hybrid learning framework to enhance extensive reading instruction in an English as a Foreign Language (EFL) context. Data were gathered through a structured questionnaire encompassing 10 dimensions and 50 statements. The research was conducted in the English Education Study Program, Faculty of Teacher Training and Education, Universitas Muhammadiyah Mataram, Indonesia, involving 88 English Education students enrolled in an extensive reading course. The findings reveal that students generally held favourable perceptions of case-based hybrid learning, particularly regarding 10 critical dimensions: conceptual understanding of case-based learning, extensive reading skill development, interaction and collaboration, learner engagement, hybrid learning effectiveness, problem-solving through case studies, real-life applicability, challenges in hybrid learning, satisfaction with the instructional model, and recommendations for improvement. Overall, case-based hybrid learning was found to foster engagement, enhance comprehension, and develop students’ problem-solving abilities in EFL extensive reading instruction.

Background: Pharm. D students are expected to be proficient in calculating drug dosages. Drug dosage calculations in pediatrics require much attention as infants and children respond differently to adult doses. Students must be capable of calculating accurate doses and also identify any dosing errors in the prescription. Aim: To determine the effectiveness of two teaching–learning strategies such as case-based learning (CBL) and flipped classroom teaching model (FCTM) for the improvement of pediatric drug dose calculation skills of Pharm. D students. Methodology: CBL materials and workbook for FCTM were designed. Students were divided into two equal groups and were asked to take a pretest. The students were exposed to the two teaching–learning strategies and were then asked to take a posttest. Results: The majority of students showed positive improvement in the posttest scores. It was observed that both strategies were effective. Statistical analysis demonstrated that CBL showed a more significant difference in the pre- and posttest scores. Conclusion: Significant improvement in students' performance with improvement in clinical decision-making and professional thinking skills indicates the effectiveness of these two strategies for teaching drug dose calculations. It was found that CBL had a more significant impact than the FCTM in improving the drug dose calculation skills of Pharm. D students.

A new rule-based classification model (RBCM) and rulebased model selection technique are presented. The RBCM utilizes rough set theory to significantly reduce the number of attributes, discretation to partition the domain of attribute values, and Boolean predicates to generate the decision rules that comprise the model. When the domain values of an attribute are continuous and relatively large, rough set theory requires that they be discretized. The subsequent discretized domain must have the same characteristics as the original domain values. However, this can lead to a large number of partitions of the attribute's domain space, which in turn leads to large rule sets. These rule sets tend to form models that over-fit. To address this issue, the proposed rule-based model adopts a new model selection strategy that minimizes over-fitting for the RBCM. Empirical validation of the RBCM is accomplished through a case study on a large legacy telecommunications system. The results demonstrate that the proposed RBCM and the model selection strategy are effective in identifying the classification model that minimizes over-fitting and high cost classification errors. Keywords: rule-based classification model, rough set, reducts, discretization, software quality classification

This article describes empirical research results regarding the "history effect" in software quality evaluation processes. Most software quality models and evaluation processes models assume that software quality may be deterministically evaluated, especially when it is evaluated by experts. Consequently, software developers focus on the technical characteristics of the software product. A similar assumption is common in most engineering disciplines. However, in regard to other kinds of goods, direct violations of the assumption about objective evaluation were shown to be affected by the consequences of cognitive processes limitations. Ongoing discussion in the area of behavioral economics raises the question: are the experts prone to observation biases? If they are, then software quality models overlook an important aspect of software quality evaluation. This article proposes an experiment that aims to trace the influence of users' knowledge on software quality assessment. Measuring the influence of single variables for the software quality perception process is a complex task. There is no valid quality model for the precise measurement of product quality, and consequently software engineering does not have tools to freely manipulate the quality level for a product. This article proposes a simplified method to manipulate the observed quality level, thereby making it possible to conduct research. The proposed experiment has been conducted among professional software evaluators. The results show the significant negative influence (large effect size) of negative experience of users on final opinion about software quality regardless of its actual level.

Software Quality Assurance consists of monitoring the software engineering processes and ensuring the highest quality. But, the software quality attributes that we deal with are not explicit in the outset and cannot be easily measured. The same attribute has multiple significance and importance in multiple contexts. The user, the developer and the manager of a software product may have different stands regarding the significance of a quality attribute. A software quality engineer, while measuring the total software quality should provide appropriate weight to each of the decision makers. This chapter proposes a fuzzy multi-criteria approach to measure the total software quality and to identify the best alternative from a set of software products.

Assessing software quality and understanding how events in its evolution have lead to anomalies are two important steps toward reducing costs in software maintenance. Unfortunately, evaluation of large quantities of code over several versions is a task too time-consuming, if not overwhelming, to be applicable in general. To address this problem, we designed a visualization framework as a semi-automatic approach to quickly investigate programs composed of thousands of classes, over dozens of versions. Programs and their associated quality characteristics for each version are graphically represented and displayed independently. Real-time navigation and animation between these representations recreate visual coherences often associated with coherences intrinsic to subsequent software versions. Exploiting such coherences can reduce cognitive gaps between the different views of software, and allows human experts to use their visual capacity and intuition to efficiently investigate and understand various quality aspects of software evolution. To illustrate the interest of our framework, we report our results on two case studies.

Contemporary undergraduate medical education has been exploring ways to effectively link basic medical curricula with clinical practice. Despite the variety of approaches, there is still no effective model or assessment method. This study examines an improved case-based learning (CBL) model that attempts to bridge the transition between basic and clinical medicine curricula. This study implanted an improved case-based learning approach in a biochemistry and molecular biology course in a clinical specialty class and evaluated the pedagogical effectiveness of this integrated approach. This study utilized a "three-tiered" teaching evaluation to assess satisfaction with teaching at three different stages of undergraduate education and to collect constructive feedback from students. We found that the satisfaction of the students in the class was significantly higher than 70% in all three dimensions of "knowledge acquisition, clinical thinking training, and comprehensive literacy", and the satisfaction gradually increased with the growth of students' performance, exceeding 80% and 90% in the second and third stages, respectively. This fully demonstrates that the iCBL model can construct students' clinical thinking system and provide an important attempt for "early clinical practice". In addition, the constructive comments from the students made us realize the shortcomings of the method, and we will continue to improve it in the future teaching of biochemistry courses. In conclusion, the integration of interdisciplinary knowledge helps students to synthesize and apply multiple aspects of knowledge to analyze and deal with complex clinical problems.

The aim of this study is the development of the method of generating and filling the template of ontology for the quality of the concrete software and method of forming the logical conclusion about the sufficiency of information of software requirements specification (SRS) for software quality assessment (by ISO 25010:2011). The first time proposed method of generating and filling the template of ontology for the quality of the concrete software leaves in the relevant ontology only measures, which are available in the SRS for the concrete software. It provides forming the ontology for the quality of the concrete software. The first time developed method of forming the logical conclusion about the sufficiency of the SRS information for software quality assessment provides the conclusion about the sufficiency or insufficiency of the SRS information for software quality assessment by ISO 25010:2011. If the SRS information is insufficient, this method: provides the conclusion for which characteristics and sub-characteristics the information is insufficient; creates the sorted list of missing measures as the recommended priority of their addition in the SRS; evaluates the veracity of software quality assessment based on the available in the SRS measures.

For projects that rely on empirical process control and deliver frequently working versions of software, developers and project managers regularly need to examine the status of their software quality. This study illustrates that simple goal-oriented changes or extensions to the existing data of projects' respective defect tracking systems could provide valuable and prompt information to improve their software quality assessment and assurance.

Software quality issues play a dominant role in the development of large scale software systems. High quality software enhances reuse potential and facilitates software maintenance activities. However, at present, software quality assessment is a labor intensive, error prone, time consuming process. Automated quality assessment of software systems is a cost effective alternative to ensure compliance with system quality objectives. This paper discusses how reverse engineering technology can be leveraged to solve the needs of software quality assurance teams.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">&gt;</ETX>