Το μοντέλο της ιεραρχικής αξιολόγησης γνώσεων προγραμματισμού (Master thesis)
Programming is one of the basic and most difficult skills that students need to acquire. Teachers dealing with their teaching seek to find the most appropriate assessment techniques so they can improve their teaching. The paper presents the programming difficulties, describing the Bloom and Solo educational taxonomies and their application to programming as a framework for assessment. The bibliographic overview identifies the difficulties in their use. This paper describes the Model Hierarchical Assessment of Programming based on the Solo taxonomy and explores the evaluation of programming skills in the senior students of a high school and a comparison of the evaluation results with the traditional empirical assessment by teachers. The results of the survey confirm findings found in the international literature to assess the programming knowledge and the difficulties identified. Based on the findings of the survey, it appears that the Hierarchical Assessment of Programming is an analytical way of qualitative assessment of programming skills but needs further investigation for the two higher levels.
|Alternative title / Subtitle:||μια εμπειρική μελέτη|
|Institution and School/Department of submitter:||Πανεπιστήμιο Ιωαννίνων. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης|
|Subject classification:||Ταξινομία Bloom|
|Keywords:||Προγραμματισμός,Aξιολόγηση,Tαξινομία Bloom,Tαξινομία Solo,Ιεραρχική Αξιολόγηση Προγραμματισμού,Programming,Assessment,Bloom's taxonomy,SOLO taxonomy,Hierarchical Assessment of Programming|
|Appears in Collections:||Διατριβές Μεταπτυχιακής Έρευνας (Masters)|
Files in This Item:
|Μ.Ε. ΖΙΩΓΑ ΣΤΥΛΙΑΝΗ 2018.pdf||2.09 MB||Adobe PDF||View/Open|
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