Over-confidence and confusion in using bloom for programming fundamentals assessment

Gluga, R; Kay, J; Lister, R; Kleitman, S; Lever, T

Over-confidence and confusion in using bloom for programming fundamentals assessment

Gluga, R Kay, J Lister, R

Kleitman, S Lever, T

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Publication Type:: Conference Proceeding
Citation:: SIGCSE'12 - Proceedings of the 43rd ACM Technical Symposium on Computer Science Education, 2012, pp. 147 - 151
Issue Date:: 2012-03-30

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Field	Value	Language
dc.contributor.author	Gluga, R	en_US
dc.contributor.author	Kay, J	en_US
dc.contributor.author	Lister, R https://orcid.org/0000-0001-5780-0445	en_US
dc.contributor.author	Kleitman, S	en_US
dc.contributor.author	Lever, T	en_US
dc.date.issued	2012-03-30	en_US
dc.identifier.citation	SIGCSE'12 - Proceedings of the 43rd ACM Technical Symposium on Computer Science Education, 2012, pp. 147 - 151	en_US
dc.identifier.isbn	9781450310987	en_US
dc.identifier.uri	http://hdl.handle.net/10453/22265
dc.description.abstract	A computer science student is required to progress from a novice programmer to a proficient developer through the programming fundamentals sequence of subjects. This paper deals with the capturing and representation of learning progression. The key contribution is a web-based interactive tutorial that enables computer science educators to practice applying the Bloom Taxonomy in classifying programming exam questions. The tutorial captures participant confidence and self-explanations for each Bloom [5] classification exercise. The results of an evaluation with ten participants were analyzed for consistency and accuracy in the application of Bloom. The confidence and self-explanation measures were used to identify problem areas in the application of Bloom to programming fundamentals. The tutorial and findings are valuable contributions to future ACM/IEEE CS curriculum revisions, which are expected to have a continued emphasis on Bloom [1]. © 2012 ACM.	en_US
dc.relation.ispartof	SIGCSE'12 - Proceedings of the 43rd ACM Technical Symposium on Computer Science Education	en_US
dc.relation.isbasedon	10.1145/2157136.2157181	en_US
dc.title	Over-confidence and confusion in using bloom for programming fundamentals assessment	en_US
dc.type	Conference Proceeding
utslib.for	130212 Science, Technology and Engineering Curriculum and Pedagogy	en_US
utslib.for	089999 Information and Computing Sciences not elsewhere classified	en_US
dc.location.activity	Raleigh, North Carolina, USA	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Computer Science
pubs.organisational-group	/University of Technology Sydney/Strength - HCTD - Human Centred Technology Design
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US

Abstract:

A computer science student is required to progress from a novice programmer to a proficient developer through the programming fundamentals sequence of subjects. This paper deals with the capturing and representation of learning progression. The key contribution is a web-based interactive tutorial that enables computer science educators to practice applying the Bloom Taxonomy in classifying programming exam questions. The tutorial captures participant confidence and self-explanations for each Bloom [5] classification exercise. The results of an evaluation with ten participants were analyzed for consistency and accuracy in the application of Bloom. The confidence and self-explanation measures were used to identify problem areas in the application of Bloom to programming fundamentals. The tutorial and findings are valuable contributions to future ACM/IEEE CS curriculum revisions, which are expected to have a continued emphasis on Bloom [1]. © 2012 ACM.

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http://hdl.handle.net/10453/22265