The expected outcomes refer to the knowledge and complementary skills that students are expected to accomplish. In addition, an analysis is advised to determine the extent to which the guidelines provided in the framework are contributing to reach the desired outcomes. The analysis will take notice of how well the students achieved the expected outcomes, and the appraisal of unplanned course of actions and their endings. The analysis is very important to improve the guidelines and promote better teaching. Notwithstanding, as expressed by Hagström and Lindberg, "educational processes can never be completely prescribed" due to the flux of teachers, students, knowledge, context, learning goals, etc. (Hagström and Lindberg, 2012).
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Framework's structure
The framework has three main components: the inputs, the guidelines for teaching and learning, and the expected outcomes (see Figure below).
The set of inputs consists of:
• The list of software measurement topics considered as priorities (see the section Key topics to teach );
• The course's objectives; and
• The available resources for teaching and learning (i.e. the Bloom's taxonomy, teaching, learning and assessment approaches, etc).
The guidelines are divided into two parts: content and constructivist approach. The former relates to each of the priority topics along with the identification of their cores (i.e. the most essential part to be covered in depth during the course sessions). The latter includes a set of activities and tasks designed to facilitate the teaching and learning process of software measurement topics.
