What is a software development process What is a software development life cycle The development process

The development process
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   What is a software development process
   
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   What is a software development life cycle
   
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   The development process
   

What is a software development process?
The Merriam-Webster’s Dictionary definition of a process is:
“A series of actions or operations conducing to an end
especially : a continuous operation or treatment especially in manufacture.”
A process, then, is a series of actions executed in a particular order. A software development process consists of steps that ultimately lead to a deployed product. For example, Openxcell details the following components of the process of developing software documentation, done in the design phase of the SDLC.

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  Write comprehensive and easy to understand documents with no redundant information.
  
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  Develop an organized document repository for any critical project information, so the Development Team members can access, store, and refer to project documents and other deliverables from all life cycle phases.
  
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  Implement the periodic deliverable reviews to correct inaccuracy, ambiguities, and incompleteness.
  
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  Recognize that the sample templates for deliverables are available. So, the agencies may accept the deliverables in different formats as long as all the required information is present. This deliverables’ content might expand or shrink depending on the project’s size, scope, and complexity.
  
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  Recycle or reference information from the earlier documents where it’s possible and beneficial.
  

These steps represent the process of developing the software’s documentation. That, in turn, is part of the design phase process together with, among other steps, high-level software system design and a decision on the core tech stack to be used.
What is a software development life cycle?
The Merriam-Webster Dictionary definition of a life cycle is:
“A series of stages through which something (such as an individual, culture, or manufactured product) passes during its lifetime.”
A life cycle, then, consists of stages or phases. A software development life cycle’s phases vary with the methodology used by the software development team but the most common defined SDLC phases are:
Is this conclusion reasonable? Certainly, the rate of failures is relatively low, as is the rate of dissatisfaction with placements. But,something does not seem quite right with some of the numbers. For example, if 1,375 students took the math placement test in the period described above why are there only 775 students in the table of grades? What happened to the remaining 600? And if just 2% of 1,375, or 23 students (Truman, p. 62) asked for a retest, how is it that 52 students took courses higher than placement level?¹ Of these 52 students, 24 of them were successful. This calls to question the claim that only 3% were placed too low. The fact that 46.2% of the students who took the initiative to get placed in a higher than initially recommended course were successful suggests that the potential for inappropriate placement in this direction merits further attention. This false-negative error rate is unacceptably high. In addition, there is no follow-up data presented to indicate if successful underprepared students are enrolling in college-level math and what their success rates in those courses might be. Omission of this type of data in studies evaluating remedial math programs is unfortunately relatively common (Akst, 1986). The papers by Sturtz and McCarroll (1993) and Truman (1992) clearly support the use of math placement testing and remediation in post-secondary institutions. They provide evidence to show that the process is beneficial to students. These papers also present, either implicitly or explicitly, indications that a score from a placement test alone does not tell the whole story. For example, though placement was nominally mandatory at both institutions, each one also provided a way for students to challenge and alter placements. Many students who had been tested never took any math courses at all. Did placement testing scare them away from math courses, confirming one more time that they can't do it? There must be other factors that affect a student's success in college-level mathematics. In the next section, criticisms of the math placement process and some views opposed to placement testing will be explored.