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.
The '''success or failure''' of a project isn´t easy to judge for the instructor. In the easiest case he can carry out the evaluation of the simulation runs exclusively on account of the achieved objectives. The learning success for the trainees is nearly a minimum, because they don´t get to know which mistakes were committed by them.


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.
To be able to indicate the mistakes of the trainees in the project management, the single project courses (simulation runs) will be exactly analysed by the advisor.


{| 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 mistakes and lern 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) analyzes simulation run histories using various evaluation criteria. The instrcutor is greatly relieved through the automatic analysis of hand histories. The AMEISE-system is also suitable for self-study, as trainees start the evaluation by the evaluation component itself and can already be carried out during the simulation run through interim analyzes.


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.
The evaluation results will be presented to the trainee in the form of diagrams and explanatory texts. In the explanatory texts, the trainee is drawn to wrong decisions and their impact on the project. The trainee 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 conduct 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 evaluations serve the analysis of the '''whole''' simulation run course. Therefore starting these evaluations  often doesn´t 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 very often:
* ''' '"Objectives do not become fulfilled" '''
* ''' '"Objectives do not become fulfilled" '''
** 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's extent of utilisation" '''
** 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.
** With most trainees a big problem consists in occupying the employees constantly. It seems that employees don´t follow an activity for a longer period in most cases.
* ''' '"Examination and correction measures are absent or become only partially carried out" '''
* ''' '"Examination and correction measures are absent or become only partially carried out" '''
** 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 necessary examinations and corrections of the single phases. Documents or code are thereby faulty what leads again to bad results.




Revision as of 17:52, 21 March 2013

The success or failure of a project isn´t easy to judge for the instructor. In the easiest case he can carry out the evaluation of the simulation runs exclusively on account of the achieved objectives. The learning success for the trainees is nearly a minimum, because they don´t get to know which mistakes were committed by them.

To be able to indicate the mistakes of the trainees in the project management, the single project courses (simulation runs) will be exactly analysed by the advisor.

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


Evaluation Component

The evaluation component (part of the explanation component) analyzes simulation run histories using various evaluation criteria. The instrcutor is greatly relieved through the automatic analysis of hand histories. The AMEISE-system is also suitable for self-study, as trainees start the evaluation by the evaluation component itself and can already be carried out during the simulation run through interim analyzes.

The evaluation results will be presented to the trainee in the form of diagrams and explanatory texts. In the explanatory texts, the trainee is drawn to wrong decisions and their impact on the project. The trainee 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 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 conduct a review or start the next phase.

Most of the evaluations serve the analysis of the whole simulation run course. Therefore starting these evaluations often doesn´t make sense during the simulation run.


Common Mistakes

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

  • '"Objectives do not become fulfilled"
    • The trainees often have a big problem to fulfill all objectives of the project.
  • '"Employee's extent of utilisation"
    • With most trainees a big problem consists in occupying the employees constantly. It seems that employees don´t follow an activity for a longer period in most cases.
  • '"Examination and correction measures are absent or become only partially carried out"
    • Many trainees forget about the necessary examinations and corrections of the single phases. Documents or code are thereby faulty what leads again to bad results.


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