JAFA: Java Formative Assessment – Development of a formative assessment tool to support learning of introductory computer programming

2.50
Hdl Handle:
http://hdl.handle.net/2436/17674
Title:
JAFA: Java Formative Assessment – Development of a formative assessment tool to support learning of introductory computer programming
Authors:
Buckley, Kevan; Green, Matthew
Abstract:
This project contributes to the long term goal of improving the Learning and Teaching of Computer Programming. This is a core topic in The School of Computing and Information Technology (SCIT) that the majority of students must study, but historically pass rates of around 60% at first attempt have been common. This has an obvious impact on progression and retention. The work follows on from a successful project which concentrated on the assessment of Numeracy, Mathematics and Statistics (Thelwall, 1998), the resulting product of which has been used extensively in the School, but has now reached retirement only because of technical reasons. The primary focus of this stage of the project is to develop a formative assessment tool that is conceptually similar in some respects to the earlier system, but is specifically tailored to Programming and uses up to date technology to maximise effectiveness. The product will be tested with a large student cohort to ensure that it functions correctly and is fit for purpose, with the intention that a follow-on project will embed the resulting product in the curriculum. The outcomes will be twofold. Firstly, it will enable a move towards a learning style for which there is anecdotal evidence that indicates students like and overcomes issues related to the transition from their prior learning styles. Secondly, it will enable research into the behaviour of students learning to program, and will lead to enhanced provision of support for learners.
Citation:
ILE Learning and Teaching Projects 2006/2007
Publisher:
University of Wolverhampton
Issue Date:
2007
URI:
http://hdl.handle.net/2436/17674
Additional Links:
http://www.wlv.ac.uk/Default.aspx?page=6939
Type:
Article
Language:
en
Description:
This article was first published in the Wolverhampton Intellectual Repository and E-Theses (WIRE). There is no printed version.
Appears in Collections:
Institute for Learning Enhancement (ILE)

Full metadata record

DC FieldValue Language
dc.contributor.authorBuckley, Kevan-
dc.contributor.authorGreen, Matthew-
dc.date.accessioned2008-02-07T12:23:28Z-
dc.date.available2008-02-07T12:23:28Z-
dc.date.issued2007-
dc.identifier.citationILE Learning and Teaching Projects 2006/2007en
dc.identifier.urihttp://hdl.handle.net/2436/17674-
dc.descriptionThis article was first published in the Wolverhampton Intellectual Repository and E-Theses (WIRE). There is no printed version.en
dc.description.abstractThis project contributes to the long term goal of improving the Learning and Teaching of Computer Programming. This is a core topic in The School of Computing and Information Technology (SCIT) that the majority of students must study, but historically pass rates of around 60% at first attempt have been common. This has an obvious impact on progression and retention. The work follows on from a successful project which concentrated on the assessment of Numeracy, Mathematics and Statistics (Thelwall, 1998), the resulting product of which has been used extensively in the School, but has now reached retirement only because of technical reasons. The primary focus of this stage of the project is to develop a formative assessment tool that is conceptually similar in some respects to the earlier system, but is specifically tailored to Programming and uses up to date technology to maximise effectiveness. The product will be tested with a large student cohort to ensure that it functions correctly and is fit for purpose, with the intention that a follow-on project will embed the resulting product in the curriculum. The outcomes will be twofold. Firstly, it will enable a move towards a learning style for which there is anecdotal evidence that indicates students like and overcomes issues related to the transition from their prior learning styles. Secondly, it will enable research into the behaviour of students learning to program, and will lead to enhanced provision of support for learners.en
dc.language.isoenen
dc.publisherUniversity of Wolverhamptonen
dc.relation.urlhttp://www.wlv.ac.uk/Default.aspx?page=6939en
dc.subjectJava Formative Assessmenten
dc.subjectJAFAen
dc.subjectLearning supporten
dc.subjectComputer programmingen
dc.titleJAFA: Java Formative Assessment – Development of a formative assessment tool to support learning of introductory computer programmingen
dc.typeArticleen
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