Evaluation of Project´s Progresses: Difference between revisions

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For the tutor it isn´t easy to judge the '''success or failure''' of a project. In the easiest case he can carry out the evaluation of the plays exclusively on account of the achieved objectives. '''No''' learning success appears for the students, because they don´t get to know which mistakes were committed by them.
{{NavigatorBar|Commands|Evaluation Component}}


To be able to indicate the mistakes of the players in the project management, the single project courses (plays) will be exactly analysed by the tutor.
 
It is not easy for the instructor to judge the '''success or failure''' of a project. In the easiest case he/she can evaluate  the simulation runs exclusively on basis of the achieved objectives. This will reduce the learning success for the trainees to nearly a minimum, because they will not get any feedback about their actual process mistakes.
 
To be able to indicate the projectmanagment faults of the trainees, the single project(simulation runs) will be exactly analysed by the instructor.


{| style="width:100%;background:#FFFFCA;padding:0.5em" |
{| style="width:100%;background:#FFFFCA;padding:0.5em" |
|-  
|-  
| That´s the only way, that players can be '''confronted''' with their own mistakes and lern from them!
| That´s the only way, that trainees can be '''confronted''' with their own failures and learn from them!
|}
|}


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====Evaluation Component====
====Evaluation Component====


'''The evaluation component''' (part of the explanation component) analyzes game histories using various evaluation criteria. Through the automatic analysis of hand histories, the tutor is greatly relieved. The AMEISE-system is also suitable for self-study, as players start the evaluation by the evaluation component itself and can already be carried out during the game through interim analyzes.
'''The evaluation component''' (part of the explanation component) analyses simulation run histories using various evaluation criteria. The instrcutor is greatly relieved by the automatic analysis of simulation runs. The AMEISE simulation environment is also suitable for self-study, as trainees start the evaluation by the evaluation component themselves. The evaluation results will be presented to the trainee in form of diagrams and explanatory text. In the explanatory text, the trainee is drawn to wrong decisions and their impact on the project. The trainee also gets hints that will help him/her to avoid these mistakes during the next project.
 
The evaluation results will be presented to the player in the form of diagrams and explanatory texts. In the explanatory texts, the player is drawn to wrong decisions and their impact on the project. The player also gets tips that will help him to avoid these mistakes in the conduct of the next project.


Evaluations can also be started during the game. For example, the player may call at the end of the specification phase,''' "residual errors in the specification" ''' and - depending on the outcome - again conduct a review or start the next phase.
Evaluations can also be started during the simulation run. For example, the trainee may call at the end of the specification phase,''' "residual errors in the specification" ''' and - depending on the outcome - again trigger a review or start the next phase.


{| style="width:100%;background:#FFFFCA;padding:0.5em" |
{| style="width:100%;background:#FFFFCA;padding:0.5em" |
|-  
|-  
| Most of the evaluations serve the analysis of the '''whole''' play course. Therefore starting these evaluations  often doesn´t make sense during the game.
| Most of the evaluation results are used to analyse the simulation run as a whole. Therefore starting, evaluation component often does not make sense during the simulation run.
|}
|}




====Common Mistakes====
====Common Mistakes====
The analysis of AMEISE plays has shown that the following mistakes are committed very often:
The analysis of AMEISE simulation runs has shown that the following mistakes are committed rather often:
* ''' '"Objectives do not become fulfilled" '''
* ''' '"Objectives are not (at all) achieved" '''
** The students often have a big problem to fulfill all objectives of the project.  
** The trainees often have a big problem to fulfill all objectives of the project.  
* ''' '"Employee's extent of utilisation" '''
* ''' '"Employee are underemployed" '''
** With most players a big problem consists in occupying the employees constantly. Often it seems that employees don´t follow an activity for a longer period.
** Most trainees face the problem of continuously occupy the employees. Often, it seems that employees are just hanging around for a longer period.
* ''' '"Examination and correction measures are absent or become only partially carried out" '''
* ''' '"Examination and correction activites are missing or are only beeing without fullfilling any activity" '''
** Many players forget about  the necessary examinations and corrections of the single phases. Documents or code are thereby faulty what leads again to bad results.
** Many trainees forget about  the necessety to review/test and correct the documents proceeded during each single phase. Hence,documents or code will be error prone leading again to bad results.
 


{{NavigatorBar|Commands|Evaluation Component}}


[[de:Auswertung von Projektverläufen]]
[[en:Evaluation of Project´s Progresses]]




Latest revision as of 20:16, 3 May 2013


It is not easy for the instructor to judge the success or failure of a project. In the easiest case he/she can evaluate the simulation runs exclusively on basis of the achieved objectives. This will reduce the learning success for the trainees to nearly a minimum, because they will not get any feedback about their actual process mistakes.

To be able to indicate the projectmanagment faults of the trainees, the single project(simulation runs) will be exactly analysed by the instructor.

That´s the only way, that trainees can be confronted with their own failures and learn from them!


Evaluation Component

The evaluation component (part of the explanation component) analyses simulation run histories using various evaluation criteria. The instrcutor is greatly relieved by the automatic analysis of simulation runs. The AMEISE simulation environment is also suitable for self-study, as trainees start the evaluation by the evaluation component themselves. The evaluation results will be presented to the trainee in form of diagrams and explanatory text. In the explanatory text, the trainee is drawn to wrong decisions and their impact on the project. The trainee also gets hints that will help him/her to avoid these mistakes during the next project.

Evaluations can also be started during the simulation run. For example, the trainee may call at the end of the specification phase, "residual errors in the specification" and - depending on the outcome - again trigger a review or start the next phase.

Most of the evaluation results are used to analyse the simulation run as a whole. Therefore starting, evaluation component often does not make sense during the simulation run.


Common Mistakes

The analysis of AMEISE simulation runs has shown that the following mistakes are committed rather often:

  • '"Objectives are not (at all) achieved"
    • The trainees often have a big problem to fulfill all objectives of the project.
  • '"Employee are underemployed"
    • Most trainees face the problem of continuously occupy the employees. Often, it seems that employees are just hanging around for a longer period.
  • '"Examination and correction activites are missing or are only beeing without fullfilling any activity"
    • Many trainees forget about the necessety to review/test and correct the documents proceeded during each single phase. Hence,documents or code will be error prone leading again to bad results.



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