An Australasian study of reading and comprehension skills in novice programmers, using the bloom and SOLO taxonomies

Whalley, JL; Lister, R; Thompson, E; Clear, T; Robbins, P; Ajith Kumar, PK; Prasad, C

An Australasian study of reading and comprehension skills in novice programmers, using the bloom and SOLO taxonomies

Whalley, JL Lister, R

Thompson, E Clear, T Robbins, P Ajith Kumar, PK Prasad, C

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Publication Type:: Journal Article
Citation:: Conferences in Research and Practice in Information Technology Series, 2006, 52 pp. 243 - 252
Issue Date:: 2006-12-01

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Field	Value	Language
dc.contributor.author	Whalley, JL	en_US
dc.contributor.author	Lister, R https://orcid.org/0000-0001-5780-0445	en_US
dc.contributor.author	Thompson, E	en_US
dc.contributor.author	Clear, T	en_US
dc.contributor.author	Robbins, P	en_US
dc.contributor.author	Ajith Kumar, PK	en_US
dc.contributor.author	Prasad, C	en_US
dc.date.issued	2006-12-01	en_US
dc.identifier.citation	Conferences in Research and Practice in Information Technology Series, 2006, 52 pp. 243 - 252	en_US
dc.identifier.isbn	9781920682347	en_US
dc.identifier.issn	1445-1336	en_US
dc.identifier.uri	http://hdl.handle.net/10453/5050
dc.description.abstract	In this paper we report on a multi-institutional investigation into the reading and comprehension skills of novice programmers. This work extends previous studies (Lister 2004, McCracken 2001) by developing a question set within two key pedagogical frameworks: the Bloom and SOLO taxonomies. From this framework of analysis some interesting emergent patterns relating the cognitive level of the questions to student performance have been identified. © 2006, Australian Computer Society, Inc.	en_US
dc.relation.ispartof	Conferences in Research and Practice in Information Technology Series	en_US
dc.title	An Australasian study of reading and comprehension skills in novice programmers, using the bloom and SOLO taxonomies	en_US
dc.type	Journal Article
utslib.citation.volume	52	en_US
utslib.for	130212 Science, Technology and Engineering Curriculum and Pedagogy	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	open_access
pubs.publication-status	Published	en_US
pubs.volume	52	en_US

Abstract:

In this paper we report on a multi-institutional investigation into the reading and comprehension skills of novice programmers. This work extends previous studies (Lister 2004, McCracken 2001) by developing a question set within two key pedagogical frameworks: the Bloom and SOLO taxonomies. From this framework of analysis some interesting emergent patterns relating the cognitive level of the questions to student performance have been identified. © 2006, Australian Computer Society, Inc.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/5050