Construindo TCCs com Sprints, Rubricas e Feedbacks: Metodologias Ágeis e Avaliação Transparente
Resumo
Este artigo descreve uma experiência de condução de Trabalhos de Conclusão de Curso (TCC) em Sistemas de Informação, estruturada em duas disciplinas semestrais que adotam metodologias ágeis para o desenvolvimento de software. Para alinhar prática de mercado e rigor acadêmico, utilizam-se rubricas de avaliação e feedback contínuo, favorecendo autorregulação e competências profissionais. Relatamos a estrutura e condução das disciplinas e os instrumentos avaliativos. Os resultados mostram que essa abordagem integrada aumenta o engajamento discente, aprimora a aprendizagem e reduz a distância entre formação acadêmica e exigências do mercado, promovendo um processo formativo mais eficaz.Referências
Alberti, E., Quandt, V., Mendes, C., Bordignon, L., Przysiada, F., and Tavares, L. (2021). Apresentação de uma metodologia de avaliação baseada em rubricas para avaliação de trabalhos de conclusão de curso no curso de engenharia da computação. In Anais do Simpósio Brasileiro de Educação em Computação, pages 272–279. SBC.
Dupuis, R., Champagne, R., April, A., and Séguin, N. (2010). Experiments with adding to the experience that can be acquired from software courses. In 2010 Seventh International Conference on the Quality of Information and Communications Technology, pages 1–6. IEEE.
Falcão, T., Arêdes, V., Wagner, S., Uchoa, J., Luisi, V., and Mello, R. (2022). What did i get wrong? supporting the feedback process in computer science education. In Anais do XXX Workshop sobre Educação em Computação, pages 239–250, Niterói, Brasil. SBC.
Gustavsson, T., Berntzen, M., and Stray, V. (2022). Changes to team autonomy in large-scale software development: a multiple case study of scaled agile framework (safe) implementations. Int. J. Inf. Syst. Proj. Manag., 10(1):29–46.
Gruslu, V., Giray, G., Tüzün, E., Catal, C., and Felderer, M. (2018). Closing the gap between software engineering education and industrial needs. arXiv preprint.
Hooshangi, S., Shakil, A., Dasgupta, S., Davis, K. C. C., Farghally, M., Fitzpatrick, K., Gutica, M., Hardt, R., Riddle, S., and Seyam, M. (2025). Instructors’ perspectives on capstone courses in computing fields: A mixed-methods study. In 2024 Working Group Reports on Innovation and Technology in Computer Science Education (ITiCSE 2024), pages 68–94, New York, NY, USA. Association for Computing Machinery.
Keogh, K., Sterling, L., and Venables, A. (2007). A scalable and portable structure for conducting successful year-long undergraduate software team projects. J. Inf. Technol. Educ.: Res., 6(1):515–540.
Lima, M., Ferreira, D., and Dias, E. (2024). Uso de rubricas em disciplinas de programação introdutória: Uma revisão sistemática da literatura. In Anais do XXXV Simpósio Brasileiro de Informática na Educação, pages 1–14, Porto Alegre, RS, Brasil. SBC.
Meier, A., Kropp, M., and Perellano, G. (2016). Experience report of teaching agile collaboration and values: agile software development in large student teams. In 2016 IEEE 29th International Conference on Software Engineering Education and Training (CSEET), pages 76–80. IEEE.
Mikalsen, M. and Dingsøyr, T. (2023). Feedback as a process in a large semi-capstone software engineering course. In Proceedings of the 27th International Conference on Evaluation and Assessment in Software Engineering (EASE ’23), pages 475–479, New York, NY, USA. Association for Computing Machinery.
Paasivaara, M., Vodǎ, D., Heikkilä, V. T., Vanhanen, J., and Lassenius, C. (2018). How does participating in a capstone project with industrial customers affect student attitudes? In Proc. 40th Int. Conf. Softw. Eng. Softw. Eng. Educ. Training, pages 49–57.
Radermacher, A., Walia, G., and Knudson, D. (2014). Investigating the skill gap between graduating students and industry expectations. In Companion Proceedings of the 36th International Conference on Software Engineering, pages 291–300.
Venson, E., Figueiredo, R., Silva, W., and Ribeiro, L. (2016). Academy-industry collaboration and the effects of the involvement of undergraduate students in real world activities. In 2016 IEEE Frontiers in Education Conference (FIE), pages 1–8. IEEE.
Villavicencio, M., Narvaez, E., Izquierdo, E., and Pincay, J. (2017). Learning scrum by doing real-life projects. In 2017 IEEE Global Engineering Education Conference (EDUCON), pages 1450–1456. IEEE.
Dupuis, R., Champagne, R., April, A., and Séguin, N. (2010). Experiments with adding to the experience that can be acquired from software courses. In 2010 Seventh International Conference on the Quality of Information and Communications Technology, pages 1–6. IEEE.
Falcão, T., Arêdes, V., Wagner, S., Uchoa, J., Luisi, V., and Mello, R. (2022). What did i get wrong? supporting the feedback process in computer science education. In Anais do XXX Workshop sobre Educação em Computação, pages 239–250, Niterói, Brasil. SBC.
Gustavsson, T., Berntzen, M., and Stray, V. (2022). Changes to team autonomy in large-scale software development: a multiple case study of scaled agile framework (safe) implementations. Int. J. Inf. Syst. Proj. Manag., 10(1):29–46.
Gruslu, V., Giray, G., Tüzün, E., Catal, C., and Felderer, M. (2018). Closing the gap between software engineering education and industrial needs. arXiv preprint.
Hooshangi, S., Shakil, A., Dasgupta, S., Davis, K. C. C., Farghally, M., Fitzpatrick, K., Gutica, M., Hardt, R., Riddle, S., and Seyam, M. (2025). Instructors’ perspectives on capstone courses in computing fields: A mixed-methods study. In 2024 Working Group Reports on Innovation and Technology in Computer Science Education (ITiCSE 2024), pages 68–94, New York, NY, USA. Association for Computing Machinery.
Keogh, K., Sterling, L., and Venables, A. (2007). A scalable and portable structure for conducting successful year-long undergraduate software team projects. J. Inf. Technol. Educ.: Res., 6(1):515–540.
Lima, M., Ferreira, D., and Dias, E. (2024). Uso de rubricas em disciplinas de programação introdutória: Uma revisão sistemática da literatura. In Anais do XXXV Simpósio Brasileiro de Informática na Educação, pages 1–14, Porto Alegre, RS, Brasil. SBC.
Meier, A., Kropp, M., and Perellano, G. (2016). Experience report of teaching agile collaboration and values: agile software development in large student teams. In 2016 IEEE 29th International Conference on Software Engineering Education and Training (CSEET), pages 76–80. IEEE.
Mikalsen, M. and Dingsøyr, T. (2023). Feedback as a process in a large semi-capstone software engineering course. In Proceedings of the 27th International Conference on Evaluation and Assessment in Software Engineering (EASE ’23), pages 475–479, New York, NY, USA. Association for Computing Machinery.
Paasivaara, M., Vodǎ, D., Heikkilä, V. T., Vanhanen, J., and Lassenius, C. (2018). How does participating in a capstone project with industrial customers affect student attitudes? In Proc. 40th Int. Conf. Softw. Eng. Softw. Eng. Educ. Training, pages 49–57.
Radermacher, A., Walia, G., and Knudson, D. (2014). Investigating the skill gap between graduating students and industry expectations. In Companion Proceedings of the 36th International Conference on Software Engineering, pages 291–300.
Venson, E., Figueiredo, R., Silva, W., and Ribeiro, L. (2016). Academy-industry collaboration and the effects of the involvement of undergraduate students in real world activities. In 2016 IEEE Frontiers in Education Conference (FIE), pages 1–8. IEEE.
Villavicencio, M., Narvaez, E., Izquierdo, E., and Pincay, J. (2017). Learning scrum by doing real-life projects. In 2017 IEEE Global Engineering Education Conference (EDUCON), pages 1450–1456. IEEE.
Publicado
20/07/2025
Como Citar
OTEMAIER, Rafaela; SOUZA, Cristina; VALASKI, Joselaine; ZATTI, Evandro.
Construindo TCCs com Sprints, Rubricas e Feedbacks: Metodologias Ágeis e Avaliação Transparente. In: WORKSHOP SOBRE EDUCAÇÃO EM COMPUTAÇÃO (WEI), 33. , 2025, Maceió/AL.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2025
.
p. 278-289.
ISSN 2595-6175.
DOI: https://doi.org/10.5753/wei.2025.8033.
