Factors influencing student learning in portfolio assessed introductory programming

Andrew Cain

doi:10.1109/TALE.2014.7062585

Factors influencing student learning in portfolio assessed introductory programming

Andrew Cain

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

10 Citations (Scopus)

Abstract

Constructive alignment combines constructive learning theories with aligned curriculum to promote deep learning. Using an action research methodology, this work reflects upon twelve iterations, over 6-years, of a project that aimed to implement constructive alignment using portfolio assessment for teaching introductory programming. Student results and staff reflections are used to highlight factors and principles that influenced the teaching and learning environment created. The paper advocates for the use of pragmatic constructive learning theories, aligned curriculum, formative feedback, and a positive view of student motivation. These insights can be used to help guide the development of student-centered teaching and learning environments.

Original language	English
Title of host publication	Proceedings of IEEE International Conference on Teaching, Assessment and Learning for Engineering
Subtitle of host publication	Learning for the Future Now, TALE 2014
Publisher	IEEE, Institute of Electrical and Electronics Engineers
Pages	55-62
Number of pages	8
ISBN (Electronic)	9781479976720
DOIs	https://doi.org/10.1109/TALE.2014.7062585
Publication status	Published - 2015
Externally published	Yes
Event	IEEE International Conference on Teaching, Assessment and Learning for Engineering 2014 - Wellington, New Zealand Duration: 8 Dec 2014 → 10 Dec 2014 https://ieeexplore.ieee.org/xpl/conhome/7057012/proceeding (Proceedings)

Conference

Conference	IEEE International Conference on Teaching, Assessment and Learning for Engineering 2014
Abbreviated title	TALE 2014
Country/Territory	New Zealand
City	Wellington
Period	8/12/14 → 10/12/14
Internet address	https://ieeexplore.ieee.org/xpl/conhome/7057012/proceeding (Proceedings)

Keywords

constructive alignment
introductory programming
portfolio assessment

Access to Document

10.1109/TALE.2014.7062585

Cite this

Cain, A. (2015). Factors influencing student learning in portfolio assessed introductory programming. In Proceedings of IEEE International Conference on Teaching, Assessment and Learning for Engineering: Learning for the Future Now, TALE 2014 (pp. 55-62). Article 7062585 IEEE, Institute of Electrical and Electronics Engineers. https://doi.org/10.1109/TALE.2014.7062585

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title = "Factors influencing student learning in portfolio assessed introductory programming",

abstract = "Constructive alignment combines constructive learning theories with aligned curriculum to promote deep learning. Using an action research methodology, this work reflects upon twelve iterations, over 6-years, of a project that aimed to implement constructive alignment using portfolio assessment for teaching introductory programming. Student results and staff reflections are used to highlight factors and principles that influenced the teaching and learning environment created. The paper advocates for the use of pragmatic constructive learning theories, aligned curriculum, formative feedback, and a positive view of student motivation. These insights can be used to help guide the development of student-centered teaching and learning environments.",

keywords = "constructive alignment, introductory programming, portfolio assessment",

author = "Andrew Cain",

note = "Publisher Copyright: {\textcopyright} 2014 IEEE.; IEEE International Conference on Teaching, Assessment and Learning for Engineering 2014, TALE 2014 ; Conference date: 08-12-2014 Through 10-12-2014",

year = "2015",

doi = "10.1109/TALE.2014.7062585",

language = "English",

pages = "55--62",

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

publisher = "IEEE, Institute of Electrical and Electronics Engineers",

address = "United States of America",

url = "https://ieeexplore.ieee.org/xpl/conhome/7057012/proceeding",

}

Cain, A 2015, Factors influencing student learning in portfolio assessed introductory programming. in Proceedings of IEEE International Conference on Teaching, Assessment and Learning for Engineering: Learning for the Future Now, TALE 2014., 7062585, IEEE, Institute of Electrical and Electronics Engineers, pp. 55-62, IEEE International Conference on Teaching, Assessment and Learning for Engineering 2014, Wellington, New Zealand, 8/12/14. https://doi.org/10.1109/TALE.2014.7062585

Factors influencing student learning in portfolio assessed introductory programming. / Cain, Andrew.
Proceedings of IEEE International Conference on Teaching, Assessment and Learning for Engineering: Learning for the Future Now, TALE 2014. IEEE, Institute of Electrical and Electronics Engineers, 2015. p. 55-62 7062585.

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

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PY - 2015

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AB - Constructive alignment combines constructive learning theories with aligned curriculum to promote deep learning. Using an action research methodology, this work reflects upon twelve iterations, over 6-years, of a project that aimed to implement constructive alignment using portfolio assessment for teaching introductory programming. Student results and staff reflections are used to highlight factors and principles that influenced the teaching and learning environment created. The paper advocates for the use of pragmatic constructive learning theories, aligned curriculum, formative feedback, and a positive view of student motivation. These insights can be used to help guide the development of student-centered teaching and learning environments.

KW - constructive alignment

KW - introductory programming

KW - portfolio assessment

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DO - 10.1109/TALE.2014.7062585

M3 - Conference Paper

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Y2 - 8 December 2014 through 10 December 2014

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Factors influencing student learning in portfolio assessed introductory programming

Abstract

Conference

Keywords

Access to Document

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Cite this