EVALUATING THE EFFECTIVENESS OF STUDENT DEVOPS PROJECTS IN A PROJECT-BASED LEARNING SYSTEM

Abstract

The article discusses the challenge of assessing the effectiveness of student DevOps projects within a project-based learning framework for the training of future IT professionals. The study’s relevance stems from the rapid growth of the digital economy and the increasing adoption of DevOps methodologies in the software industry, necessitating the adaptation of educational programmes. Using DevOps methodology in education enables the combination of theoretical training with practical activities, the organisation of teamwork and the development of continuous integration and automation skills in software development processes. This study aims to develop a pedagogical model for evaluating the effectiveness of student DevOps projects. This model is based on a system of weighted criteria and an overall evaluation indicator. The effectiveness of this model will be tested in the context of project-oriented learning.
This study employs a systematic approach involving the analysis of scientific sources on DevOps and project-oriented learning. It also incorporates expert assessment to determine the weighting coefficients of assessment criteria and a pedagogical experiment.
The study resulted in the development of a pedagogical model for evaluating student DevOps projects, combining performance and process indicators of project implementation. This model includes assessment criteria such as the functionality of the software system, the quality of the software code, the use of DevOps practices, automated testing, team interaction and project documentation. A weighting coefficient is determined for each criterion based on expert assessment. The overall effectiveness of a DevOps project is determined using an integral indicator, calculated as the weighted sum of the individual criteria assessments. The results of the pedagogical experiment showed an increase in quality indicators for course projects among students in the experimental group, particularly with regard to the use of DevOps practices, automated testing and team interaction.
he proposed assessment model has high pedagogical potential for integrating the DevOps approach into the training of future IT specialists. Using it contributes to the objectivity of student project assessment, the development of professional competencies and the formation of teamwork skills and software development process automation. Further research should focus on expanding the system of metrics for evaluating DevOps projects and on using automated analysis of software code repository data in the educational process.