Assessment of Code, Which Aspects Do Teachers Consider and How Are They Valued?

Autor/inn/en	Neutens, Tom; Coolsaet, Kris; Wyffels, Francis
Titel	Assessment of Code, Which Aspects Do Teachers Consider and How Are They Valued?
Quelle	In: ACM Transactions on Computing Education, 22 (2022) 4, Artikel 46 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Neutens, Tom)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Secondary School Curriculum; Computer Science Education; Programming; Coding; Secondary School Teachers; Faculty Development; Evaluation Methods; Feedback (Response); Belgium + Suchen Sie Ihr Suchwort? Ausland; Computer science lessons; Informatikunterricht; Programmierung; Codierung; Belgien
Abstract	In many countries, computer programming is becoming an integral part of the secondary school curriculum. However, many teachers, especially in the first years of Flemish secondary school, have limited experience with teaching programming. To improve their knowledge about programming, many different types of professional development programs have been proposed. Nevertheless, these programs mostly focus on technical skills and less on pedagogical skills. One aspect that is often overlooked in these programs is how teachers can assess code. To get insight into what teachers currently value when assessing code, we designed an experiment that analyzes the different aspects teachers consider during the assessment of code. During the experiment, the teachers (N=13) assess a set of programs from five different fictional learners. After the assessment, they participated in a semi-structured interview, giving us insight into the assessment process. We evaluated the transcripts of the interviews using deductive thematic analysis using a coding schema defining the different aspects of code that can be assessed. Additionally, we linked the assessment strategies of teachers to their teaching experience. Our results indicate that many teachers are unaware of the different concepts that can be part of the assessment of code, which might lead to inaccurate or invalid feedback. Moreover, although our experimental group was too small to draw hard conclusions about the inter-case results, our results indicate that the number of concepts considered by teachers seems to increase with experience. These results provide an initial insight into the code assessment practices of teachers and reveals interesting pathways for future research into the assessment of code. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01