Self-Evaluation Tool for Prior Learning and Competence : Case Study: WIMMA Capstone
Roy, Ankita (2025)
2025
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2025073023726
https://urn.fi/URN:NBN:fi:amk-2025073023726
Tiivistelmä
Self-evaluation tools have significantly proven their great impact on self-awareness and goal-oriented actions. The WIMMA Capstone offers a project-based learning environment to train final-year ICT students in a real-life work setup. A clear scope to implement a self-evaluation tool was identified during the preliminary discussions with the main stakeholder of the WIMMA Capstone program, Marko Rintamäki.
The development process was guided by a user-centered approach and grounded in several key frameworks and methodologies: the Skills Framework for the Information Age (SFIA), service design thinking, including customer journey mapping, and principles of data-driven design. The research began by identifying essential software development skills, which were directly applied in building the tool.
The tool was developed using full-stack web development technologies. FastAPI was used for the backend implementation. A frontend was implemented in React with TypeScript. The system features include customizable surveys, a role-based user interface, immediate results and feedback, and a record of attempts. To inform feature selection and interface design, four existing self-evaluation tools were analyzed to extract common patterns and limitations. Furthermore, a comprehensive understanding of the SFIA framework was applied to define relevant skill sets for the survey content.
A fully functional self-evaluation tool is ready to be used. The tool aligns with the needs of the WIMMA Capstone learning environment. The tool fulfills the core functional and usability requirements discussed with stakeholders, demonstrating a successful integration of technical proficiency, research-based design principles, and practical implementation. This research and development reflect a wide-ranging application of both theoretical and technical competencies in the development of a meaningful educational solution.
The result analysis confirms that the tool meets its intended objectives and provides a flexible and scalable solution for academic use. Limitations related to stakeholder communication and institutional authentication access were acknowledged. The development proposals provided for future improvements were based on the limitations and possible improvements. The thesis follows ethical research standards set by JAMK and TENK and emphasizes transparency and equality. The implementation documentation was built using screenshots of the developed tool. This helped the readers to visualize the outcome without experience with the tool.
The development process was guided by a user-centered approach and grounded in several key frameworks and methodologies: the Skills Framework for the Information Age (SFIA), service design thinking, including customer journey mapping, and principles of data-driven design. The research began by identifying essential software development skills, which were directly applied in building the tool.
The tool was developed using full-stack web development technologies. FastAPI was used for the backend implementation. A frontend was implemented in React with TypeScript. The system features include customizable surveys, a role-based user interface, immediate results and feedback, and a record of attempts. To inform feature selection and interface design, four existing self-evaluation tools were analyzed to extract common patterns and limitations. Furthermore, a comprehensive understanding of the SFIA framework was applied to define relevant skill sets for the survey content.
A fully functional self-evaluation tool is ready to be used. The tool aligns with the needs of the WIMMA Capstone learning environment. The tool fulfills the core functional and usability requirements discussed with stakeholders, demonstrating a successful integration of technical proficiency, research-based design principles, and practical implementation. This research and development reflect a wide-ranging application of both theoretical and technical competencies in the development of a meaningful educational solution.
The result analysis confirms that the tool meets its intended objectives and provides a flexible and scalable solution for academic use. Limitations related to stakeholder communication and institutional authentication access were acknowledged. The development proposals provided for future improvements were based on the limitations and possible improvements. The thesis follows ethical research standards set by JAMK and TENK and emphasizes transparency and equality. The implementation documentation was built using screenshots of the developed tool. This helped the readers to visualize the outcome without experience with the tool.