Developing assessment criteria for portfolio assessed introductory programming

Andrew Cain

doi:10.1109/TALE.2013.6654399

Developing assessment criteria for portfolio assessed introductory programming

Andrew Cain

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

12 Citations (Scopus)

Abstract

Constructive alignment aims to improve learning outcomes by focusing on what the student does. This work examines the development of assessment criteria for an introductory programming unit that used portfolio assessment to implement constructive alignment. After initial setbacks, effective assessment criteria were identified which enabled quick, accurate, assessment of student portfolios. Pass rates improved over the period of the research, and portfolios for higher grades demonstrated students' ability to apply the concepts learnt and to carry out small research projects. The current state of the assessment criteria is presented, and the work continues through reflective teaching practice.

Original language	English
Title of host publication	Proceedings of 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2013
Pages	55-60
Number of pages	6
DOIs	https://doi.org/10.1109/TALE.2013.6654399
Publication status	Published - 2013
Externally published	Yes
Event	IEEE International Conference on Teaching, Assessment and Learning for Engineering 2013 - Bali, Indonesia Duration: 26 Aug 2013 → 29 Aug 2013 https://ieeexplore.ieee.org/xpl/conhome/6636319/proceeding (Proceedings)

Conference

Conference	IEEE International Conference on Teaching, Assessment and Learning for Engineering 2013
Abbreviated title	TALE 2013
Country/Territory	Indonesia
City	Bali
Period	26/08/13 → 29/08/13
Internet address	https://ieeexplore.ieee.org/xpl/conhome/6636319/proceeding (Proceedings)

Keywords

constructive alignment
introductory programming
portfolio assessment

Access to Document

10.1109/TALE.2013.6654399

Cite this

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title = "Developing assessment criteria for portfolio assessed introductory programming",

abstract = "Constructive alignment aims to improve learning outcomes by focusing on what the student does. This work examines the development of assessment criteria for an introductory programming unit that used portfolio assessment to implement constructive alignment. After initial setbacks, effective assessment criteria were identified which enabled quick, accurate, assessment of student portfolios. Pass rates improved over the period of the research, and portfolios for higher grades demonstrated students' ability to apply the concepts learnt and to carry out small research projects. The current state of the assessment criteria is presented, and the work continues through reflective teaching practice.",

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doi = "10.1109/TALE.2013.6654399",

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isbn = "9781467363556",

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booktitle = "Proceedings of 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2013",

note = "IEEE International Conference on Teaching, Assessment and Learning for Engineering 2013, TALE 2013 ; Conference date: 26-08-2013 Through 29-08-2013",

url = "https://ieeexplore.ieee.org/xpl/conhome/6636319/proceeding",

}

Cain, A 2013, Developing assessment criteria for portfolio assessed introductory programming. in Proceedings of 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2013., 6654399, pp. 55-60, IEEE International Conference on Teaching, Assessment and Learning for Engineering 2013, Bali, Indonesia, 26/08/13. https://doi.org/10.1109/TALE.2013.6654399

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AB - Constructive alignment aims to improve learning outcomes by focusing on what the student does. This work examines the development of assessment criteria for an introductory programming unit that used portfolio assessment to implement constructive alignment. After initial setbacks, effective assessment criteria were identified which enabled quick, accurate, assessment of student portfolios. Pass rates improved over the period of the research, and portfolios for higher grades demonstrated students' ability to apply the concepts learnt and to carry out small research projects. The current state of the assessment criteria is presented, and the work continues through reflective teaching practice.

KW - constructive alignment

KW - introductory programming

KW - portfolio assessment

UR - https://www.scopus.com/pages/publications/84892645583

U2 - 10.1109/TALE.2013.6654399

DO - 10.1109/TALE.2013.6654399

M3 - Conference Paper

AN - SCOPUS:84892645583

SN - 9781467363556

SP - 55

EP - 60

BT - Proceedings of 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2013

T2 - IEEE International Conference on Teaching, Assessment and Learning for Engineering 2013

Y2 - 26 August 2013 through 29 August 2013

ER -

Developing assessment criteria for portfolio assessed introductory programming

Abstract

Conference

Keywords

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