Examining student progress in portfolio assessed introductory programming

Andrew Cain; Clinton J. Woodward; Shannon Pace

doi:10.1109/TALE.2013.6654401

Examining student progress in portfolio assessed introductory programming

Andrew Cain
, Clinton J. Woodward
, Shannon Pace

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

7 Citations (Scopus)

Abstract

Constructive alignment has gained wide acceptance as a pedagogical approach that promotes deep learning, and portfolio assessment offers a natural means of achieving this. This work examines student's progress in an introductory programming unit that used portfolio assessment to implement constructive alignment. Charts visually showing student progress provided material for a thematic analysis. This paper categorizes these charts into several classes, and discusses insight this gives into the teaching and learning approach used. These results can be used to inform the development of constructively aligned units using this approach.

Original language	English
Title of host publication	Proceedings of 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2013
Pages	67-72
Number of pages	6
DOIs	https://doi.org/10.1109/TALE.2013.6654401
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

agile software development
constructive alignment
introductory programming
portfolio assessment

Access to Document

10.1109/TALE.2013.6654401

Cite this

@inproceedings{59e642f95bb6411a80831104168684ae,

title = "Examining student progress in portfolio assessed introductory programming",

abstract = "Constructive alignment has gained wide acceptance as a pedagogical approach that promotes deep learning, and portfolio assessment offers a natural means of achieving this. This work examines student's progress in an introductory programming unit that used portfolio assessment to implement constructive alignment. Charts visually showing student progress provided material for a thematic analysis. This paper categorizes these charts into several classes, and discusses insight this gives into the teaching and learning approach used. These results can be used to inform the development of constructively aligned units using this approach.",

keywords = "agile software development, constructive alignment, introductory programming, portfolio assessment",

author = "Andrew Cain and Woodward, \{Clinton J.\} and Shannon Pace",

year = "2013",

doi = "10.1109/TALE.2013.6654401",

language = "English",

isbn = "9781467363556",

pages = "67--72",

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, Woodward, CJ & Pace, S 2013, Examining student progress in portfolio assessed introductory programming. in Proceedings of 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2013. pp. 67-72, IEEE International Conference on Teaching, Assessment and Learning for Engineering 2013, Bali, Indonesia, 26/08/13. https://doi.org/10.1109/TALE.2013.6654401

TY - GEN

T1 - Examining student progress in portfolio assessed introductory programming

AU - Cain, Andrew

AU - Woodward, Clinton J.

AU - Pace, Shannon

PY - 2013

Y1 - 2013

N2 - Constructive alignment has gained wide acceptance as a pedagogical approach that promotes deep learning, and portfolio assessment offers a natural means of achieving this. This work examines student's progress in an introductory programming unit that used portfolio assessment to implement constructive alignment. Charts visually showing student progress provided material for a thematic analysis. This paper categorizes these charts into several classes, and discusses insight this gives into the teaching and learning approach used. These results can be used to inform the development of constructively aligned units using this approach.

AB - Constructive alignment has gained wide acceptance as a pedagogical approach that promotes deep learning, and portfolio assessment offers a natural means of achieving this. This work examines student's progress in an introductory programming unit that used portfolio assessment to implement constructive alignment. Charts visually showing student progress provided material for a thematic analysis. This paper categorizes these charts into several classes, and discusses insight this gives into the teaching and learning approach used. These results can be used to inform the development of constructively aligned units using this approach.

KW - agile software development

KW - constructive alignment

KW - introductory programming

KW - portfolio assessment

UR - https://www.scopus.com/pages/publications/84892662686

U2 - 10.1109/TALE.2013.6654401

DO - 10.1109/TALE.2013.6654401

M3 - Conference Paper

AN - SCOPUS:84892662686

SN - 9781467363556

SP - 67

EP - 72

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 -

Examining student progress in portfolio assessed introductory programming

Abstract

Conference

Keywords

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