Publikationer från Malmö universitet
Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Large programming task vs questions-and-answers examination in Java introductory courses
Malmö högskola, Fakulteten för teknik och samhälle (TS).ORCID-id: 0000-0002-6019-1182
Malmö högskola, Fakulteten för teknik och samhälle (TS).
2016 (Engelska)Ingår i: Proceedings: 2016 International Conference on Learning and Teaching in Computing and Engineering, LaTiCE 2016, IEEE, 2016, s. 154-161Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

This study investigates two different forms of examination in introductory Java programming courses: computer-based examination where the students are given one relatively large programming task only, and paper-/computer-based examination where the students are given a number of smaller questions to answer. The study focuses on identifying how well the two different examination forms reveal the students’ practical skills and theoretical knowledge in relation to the intended learning outcomes specified in the course syllabus. Course syllabuses from 8 Swedish universities are examined and from these, 4 specified learning outcomes, each shared by at least 5 of the selected universities, are identified. These learning outcomes are then used to analyze the exams from two of the universities, one practicing the large programming task examination form, and the other is using the questions and answer examination form. For both examination forms, two course phases are analyzed with respect to the specified learning outcomes: 1) exam (e.g. what do the questions capture and how are they formulated), and 2) execution (e.g. what do the students answer and how well are the intended purposes of the questions fulfilled). The results illustrate the strengths and weaknesses with the two examination forms. The results can be used as decision support when selecting examination form and, furthermore, to improve both forms to attain more comprehensive examinations, with respect to the specified learning outcomes.

Ort, förlag, år, upplaga, sidor
IEEE, 2016. s. 154-161
Nyckelord [en]
examination, introductory programming, higher education, computer science, intended learning outcomes
Nationell ämneskategori
Samhällsvetenskap
Identifikatorer
URN: urn:nbn:se:mau:diva-12692DOI: 10.1109/LaTiCE.2016.25ISI: 000390124800030Scopus ID: 2-s2.0-85002580187Lokalt ID: 20943OAI: oai:DiVA.org:mau-12692DiVA, id: diva2:1409739
Konferens
Fourth International Conference on Learning and Teaching in Computing and Engineering (LaTiCE 2016), Mumbai, India (31 mars - 3 april 2016)
Tillgänglig från: 2020-02-29 Skapad: 2020-02-29 Senast uppdaterad: 2024-02-05Bibliografiskt granskad

Open Access i DiVA

Fulltext saknas i DiVA

Övriga länkar

Förlagets fulltextScopushttp://www.et.iitb.ac.in/latice2016/index.html

Person

Jevinger, Åsevon Hausswolff, Kristina

Sök vidare i DiVA

Av författaren/redaktören
Jevinger, Åsevon Hausswolff, Kristina
Av organisationen
Fakulteten för teknik och samhälle (TS)
Samhällsvetenskap

Sök vidare utanför DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetricpoäng

doi
urn-nbn
Totalt: 22 träffar
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf