COURSE SPECIFICATION
Code: (supplied by Banner Team) School: Course Title: Software Quality Management Course Coordinator: Assoc. Prof. Marenglen Biba
Level: Masters Credit: 12
Department: CS Pre-requisites: Software Engineering Aims:
This course introduces concepts, metrics, and models in software quality management. Since
quality process creates quality products, software quality improvements derive from the
design of software development processes. The course will cover methods and tools for
achieving software quality assurance at various levels of a software system including at the
module, subsystem, and system levels. It presents a framework for software quality assurance
and discuss individual components in the framework such as planning, reviews, testing, and
configuration management. It also discusses metrics and models for software quality as a
product, in process, and in maintenance. Students will develop an understanding of software
quality and approaches to assure software quality.
Learning Outcomes:
At the end of the course the student should be able to:
A. Understand the quality assurance context
B. Understand and describe the challenges of software quality, define software quality
and define a software quality model.
C. Describe components of a software quality assurance system and define software
quality plans.
D. Understand and describe current software quality standards.
E. Understand and describe quality tools & techniques by applying a quality model.
F. Describe a common software process model, and tailor it for increased quality.
Content:Software quality factors
Components of Software Quality Assurance
Pre-project components
Defect removal effectiveness
Reviews and Testing
Maintenance and external participants
Configuration management
Assessment Details:
Methods of
Assessment
Please
identify the
LAST item
of
assessment
that a
student sits
with a tick
Grading
Mode
Weightin
g %
Pass Mark
Minimum
Length
Word
Outline Details
Coursework
50
40%
4000
b) Individual project
Case study
Covering Learning
Outcomes: C,D,E,F
Examination
50
40%
Covering Learning
Outcomes: A,B,C,D
Is the student required to pass ALL elements of assessment in
order to pass the course? YES
Indicative Texts: ISBN
Number
Author Date Title Publisher
978-020170945
2
Galin, D.
2003
Software Quality Assurance: From
Theory to Implementation.
ADMINISTRATIVE DATA for PAS/BANNER Effective Term: (session)
Donor Teaching: (% of teaching from another School) Donor School: (providing the additional teaching)
Partner College: (give College name if course is only available at a Partner College) Linked Course: (if this course is taught with another but assessed separately, state with which course)
AUTHORISATION FOR ALL NEW COURSES (as part of a new Programme, or free-standing) Head of Department
I confirm that the subject matter and level is appropriate and is consistent with the course aims, and that an external adviser/examiner has been consulted.
Date: Signature:
School Director of Resources
I confirm that the resource implications of the proposed course have been considered, and that I have consulted the Directors of LIS and Computing Services as necessary
Date: Signature:
School QA Officer
I confirm that the course has been scrutinised in accordance with the University’s quality assurance procedures. It replaces/does not replace existing course code number:
Date: Signature:
School Director of L and Q (where new course is NOT part of new programme approval)
I confirm that the School Quality Committee has approved this course.
COURSE SPECIFICATION
Explanatory Notes
Course Subject Code
A course is equivalent to a ‘unit’ in the University’s previous system. An individual subject code (based on nationally defined criteria) is assigned to each course. This code is supplied by the University’s Planning and Statistics Office (PAS) in accordance with HESA Guidelines. This category will also determine the price group and related funding for the course and the course can then be easily located on the University’s course database.
School
The name of the host School (or ‘owning’ School) where the course is located and which resources it
Course Title
The Head of Department or IPSU will advise on an appropriate course title. Effective Term
This indicates the academic session from which the course is valid and available for use. Course Co-ordinator
The name of a tutor who is responsible for managing and providing academic leadership for the course, but who may not necessarily teach it
General Level
General level indicates whether it is a sub-degree (FE), undergraduate (UG), or postgraduate (PG) course.
Specific Level
Each course must also be assigned a Higher Education specific level 0, 1, 2, 3 or M, depending on the level of achievement and outcomes expected of students as follows:
Level 0 Access to Higher Education
Level 1 Provides basic knowledge, skills and competence.
Level 2 Involves an extension and reinforcement of theoretical and/or practical aspects of knowledge.
Level 3 Reflects the synthesis of basic knowledge, skills and competence and equips students with tools of analysis and evaluation. Contributes to the individual’s professional development, where appropriate.
Level M Provides an opportunity to demonstrate the ability to reflect on the significance and inter-relationships of knowledge acquired from a variety of sources; the ability on the basis of such reflection to formulate original ideas and innovative proposals; and the ability to carry out these activities with a fair degree of autonomy.
Appendix A of the University’s Academic Regulations for Taught Awards provides the following more detailed descriptions of the different academic levels:
Level Descriptors:
The University recognises that significant work has already been completed on general level descriptors within the UK Academic Framework. It therefore has not to develop its own formal descriptors but rather utilises the wealth of material already detailed. The University ascribes to the following basic principles at each level.
Learning experience at Level 0 is characterised by meeting required levels of literacy and numeracy and acquiring understanding in core areas of the curriculum allowing access to defined programmes of study in post school education.
Learning experience at Level 1 involves the acquisition of basic knowledge, skills and competence, and is characterised by:
raising awareness of introducing to beginning to develop exploring describing beginning to recognise
Level 2 builds on level 1 and involves an extension and reinforcement of those experiences ie:
increasing awareness of
developing greater/deeper understanding observing and reflecting on
beginning to analyse (formally) beginning to recognise (and classify) exploring and reflecting on
Level 3 reflects the synthesis of knowledge, skills and competence and equips students with tools of analysis and evaluation, characterised by:
investigating, critically appraising monitoring, reviewing and evaluating
using relevant material to show awareness of different perspectives through reflection
critically examining and reflecting on theoretical perspectives and their relevance to practice.
Level M provides opportunities to:
reflect on the significance and inter-relationship of knowledge acquired from a variety of sources;
to use such sources, with critical insight, to evaluate findings of a small scale enquiry or other activity;
to provide explanations within identified frameworks and/or general theory;
Credit
Each course should specify a value in credits, derived from the learning outcomes and the proportion of the academic year which it occupies. At undergraduate level, for example, a 15 credit course is equivalent to one-eighth of a full-time year of study (120 credits). If the course is available for non-credit bearing purposes, this should also be indicated.
Department
All courses are assigned to a University department within a School, which is responsible for the academic content of the course. Courses in departments which are outside the host (or ‘owning’) School MUST be referred to the relevant Head of Department for approval prior to validation, and ‘signed off’ as indicated at the end of the form.
Aims
The aims should be long-term and strategic; they should identify the overall purpose of the course ie its rationale
Learning Outcomes
Setting learning outcomes assists in the process of defining the academic standards expected for different levels of study, and provides an effective way of communicating to students what a course is about. Clarity in the expression and description of outcomes will help to improve communication with potential employers about what skills, knowledge and understanding graduates possess.
Learning and Teaching Activities
The planned range of learning and teaching activities should be set out and should reflect the learning outcomes for the course. This statement should contain sufficient information to show how the learning outcomes may be achieved (accepting that different activities may be needed to reflect different modes of study). Possible learning and teaching activities include:
lecture/class/seminar (face-to-face, video, or computer mediated) individual or group-based teaching tutorial/project
labs/studio fieldwork
work placements
self study supported by structured learning materials Assessment
Assessment of a course should measure the skills, knowledge and understanding encompassed by all the learning outcomes. Care should be taken to offer assessment strategies which do give the students an opportunity to demonstrate that they have met the learning outcomes. Whilst it is not expected that each individual outcome will be tied to a specific assessment activity, the methods of assessment should be stated with appropriate word length for any written assignments, and the balance/weighting of assessment methods should be made explicit. Identify last item of assessment (in time across the session) for funding purposes in returns to HEFCE. Please identify whether the student is required to pass ALL elements of assessment in order to pass the course (courses where this is the case will be identified on the matrix PAB reports).
Indicative Texts
Indicative texts (and journals) for the course should be listed. These should be appropriate for the level and nature of the course, and should be presented in standard format giving the ISBN Number, author, date, title and publisher. It is expected that this indicative reading will be up-to-date, including recent publications and latest editions. Course co-ordinators should be able to justify the inclusion of older publications eg on the grounds that they are seminal texts in the field.
