provided actionable insights □ into team processes [1,2] □ for exercise improvement [3] □ for improving teaching efforts [4,5] ▪ Measurements from course experience and from literature [1] Matthies, C., Kowark, T., Richly, K., Uflacker, M., & Plattner, H. “How Surveys, Tutors, and Software Help to Assess Scrum Adoption”. In Proceedings of the 38th International Conference on Software Engineering Companion - ICSE ’16. pp. 313–322 2016 [2] Matthies, C., Kowark, T., Uflacker, M., & Plattner, H. “Agile Metrics for a University Software Engineering Course”. In 2016 IEEE Frontiers in Education Conference (FIE). pp. 1–5. 2016. [3] Matthies, C., Treffer, A., & Uflacker, M. “Prof. CI: Employing Continuous Integration Services and GitHub Workflows to Teach Test-Driven Development”. In 2017 IEEE Frontiers in Education Conference (FIE). pp. 1–8. 2017 [4] Matthies, C. “Scrum2kanban: Integrating Kanban and Scrum in a University Software Engineering Capstone Course”. In Proceedings of the 2nd International Workshop on Software Engineering Education for Millennials - SEEM ’18. pp. 48–55. 2018 [5] Matthies, C., Teusner, R., & Hesse, G. “Beyond Surveys: Analyzing Software Development Artifacts to Assess Teaching Efforts”. In 2018 IEEE Frontiers in Education Conference (FIE). pp. 1–9. 2018