Toward constructive alignment with portfolio assessment for introductory programming

Andrew Cain; Clinton J. Woodward

doi:10.1109/TALE.2012.6360322

Toward constructive alignment with portfolio assessment for introductory programming

Andrew Cain, Clinton J. Woodward

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

28 Citations (Scopus)

Abstract

Learning to program is widely agreed to be a challenging task for many students. Introductory programming units are typically taken by largely diverse student cohorts, with a range of different learning approaches and prior programming knowledge. With issues such as declining enrolments and high attrition, alternate methods for teaching introductory programming need to be investigated. Constructive alignment is a student-centered model of education that aims to enhance learning through the amalgamation of constructivism and aligned curriculum. Constructive alignment encourages students to adopt deep approaches to learning, which should be beneficial to students in introductory programming. This paper proposes an approach for using constructive alignment with portfolio assessment in the teaching of introductory programming, together with preliminary results and analysis.

Original language	English
Title of host publication	Proceedings of IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2012
Pages	H1B11-H1B17
DOIs	https://doi.org/10.1109/TALE.2012.6360322
Publication status	Published - 2012
Externally published	Yes
Event	IEEE International Conference on Teaching, Assessment and Learning for Engineering 2012 - Hong Kong, China Duration: 20 Aug 2012 → 23 Aug 2012 https://ieeexplore.ieee.org/xpl/conhome/6337030/proceeding (Proceedings)

Conference

Conference	IEEE International Conference on Teaching, Assessment and Learning for Engineering 2012
Abbreviated title	TALE 2012
Country/Territory	China
City	Hong Kong
Period	20/08/12 → 23/08/12
Internet address	https://ieeexplore.ieee.org/xpl/conhome/6337030/proceeding (Proceedings)

Keywords

constructive alignment
introductory programming
portfolio assessment

Access to Document

10.1109/TALE.2012.6360322

Cite this

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title = "Toward constructive alignment with portfolio assessment for introductory programming",

abstract = "Learning to program is widely agreed to be a challenging task for many students. Introductory programming units are typically taken by largely diverse student cohorts, with a range of different learning approaches and prior programming knowledge. With issues such as declining enrolments and high attrition, alternate methods for teaching introductory programming need to be investigated. Constructive alignment is a student-centered model of education that aims to enhance learning through the amalgamation of constructivism and aligned curriculum. Constructive alignment encourages students to adopt deep approaches to learning, which should be beneficial to students in introductory programming. This paper proposes an approach for using constructive alignment with portfolio assessment in the teaching of introductory programming, together with preliminary results and analysis.",

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

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

year = "2012",

doi = "10.1109/TALE.2012.6360322",

language = "English",

isbn = "9781467324182",

pages = "H1B11--H1B17",

booktitle = "Proceedings of IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2012",

note = "IEEE International Conference on Teaching, Assessment and Learning for Engineering 2012, TALE 2012 ; Conference date: 20-08-2012 Through 23-08-2012",

url = "https://ieeexplore.ieee.org/xpl/conhome/6337030/proceeding",

}

Cain, A & Woodward, CJ 2012, Toward constructive alignment with portfolio assessment for introductory programming. in Proceedings of IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2012., 6360322, pp. H1B11-H1B17, IEEE International Conference on Teaching, Assessment and Learning for Engineering 2012, Hong Kong, China, 20/08/12. https://doi.org/10.1109/TALE.2012.6360322

Toward constructive alignment with portfolio assessment for introductory programming. / Cain, Andrew; Woodward, Clinton J.
Proceedings of IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2012. 2012. p. H1B11-H1B17 6360322.

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

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AU - Woodward, Clinton J.

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N2 - Learning to program is widely agreed to be a challenging task for many students. Introductory programming units are typically taken by largely diverse student cohorts, with a range of different learning approaches and prior programming knowledge. With issues such as declining enrolments and high attrition, alternate methods for teaching introductory programming need to be investigated. Constructive alignment is a student-centered model of education that aims to enhance learning through the amalgamation of constructivism and aligned curriculum. Constructive alignment encourages students to adopt deep approaches to learning, which should be beneficial to students in introductory programming. This paper proposes an approach for using constructive alignment with portfolio assessment in the teaching of introductory programming, together with preliminary results and analysis.

AB - Learning to program is widely agreed to be a challenging task for many students. Introductory programming units are typically taken by largely diverse student cohorts, with a range of different learning approaches and prior programming knowledge. With issues such as declining enrolments and high attrition, alternate methods for teaching introductory programming need to be investigated. Constructive alignment is a student-centered model of education that aims to enhance learning through the amalgamation of constructivism and aligned curriculum. Constructive alignment encourages students to adopt deep approaches to learning, which should be beneficial to students in introductory programming. This paper proposes an approach for using constructive alignment with portfolio assessment in the teaching of introductory programming, together with preliminary results and analysis.

KW - constructive alignment

KW - introductory programming

KW - portfolio assessment

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DO - 10.1109/TALE.2012.6360322

M3 - Conference Paper

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T2 - IEEE International Conference on Teaching, Assessment and Learning for Engineering 2012

Y2 - 20 August 2012 through 23 August 2012

ER -

Toward constructive alignment with portfolio assessment for introductory programming

Abstract

Conference

Keywords

Access to Document

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