![]() Morrison, B.B., et al.: Subgoals help students solve Parsons problems. Guzdial, M., Ericson, B.: CS Principles: Big Ideas in Programming. In: Proceedings of the 2016 ACM Conference on International Computing Education Research. Harms, K.J., Chen, J., Kelleher, C.L.: Distractors in Parsons problems decrease learning efficiency for young novice programmers. In: Proceedings of the 17th Koli Calling International Conference on Computing Education Research. ACM (2012)Įricson, B.J., Margulieux, L.E., Rick, J.: Solving parsons problems versus fixing and writing code. In: Proceedings of the Ninth Annual International Conference on International Computing Education Research. Helminen, J., et al.: How do students solve parsons programming problems?: an analysis of interaction traces. In: Proceedings of the Fourth International Workshop on Computing Education Research. ACM (2011)ĭenny, P., Luxton-Reilly, A., Simon, B.: Evaluating a new exam question: Parsons problems. In: Proceedings of the Seventh International Workshop on Computing Education Research. Sheard, J., et al.: Exploring programming assessment instruments: a classification scheme for examination questions. In: Proceedings of the Fourteenth Australasian Computing Education Conference, vol. Simon, et al.: Introductory programming: examining the exams. In: Proceedings of the 18th ACM Conference on Innovation and Technology in Computer Science Education. Sheard, J., et al.: Assessment of programming: pedagogical foundations of exams. In: Proceedings of the 8th Australasian Conference on Computing Education, vol. Parsons, D., Haden, P.: Parson’s programming puzzles: a fun and effective learning tool for first programming courses. Association for the Advancement of Computing in Education (AACE) (2018) Thirteen characteristics for efficient design. Marti, R., Gisbert, M., Larraz, V.: Technological learning and educational management ecosystems. In: Proceedings of the International Conference on Management of Emergent Digital EcoSystems, France, pp. Oskar, P.: Software ecosystems and e-learning: recent developments and future prospects. In: 2007 Inaugural IEEE-IES Digital EcoSystems and Technologies Conference, DEST 2007 (2007) Uden, L., Wangsa, I.T., Damiani, E.: The future of E-learning: E-learning ecosystem. Kallinikos, J., Aaltonen, A., Marton, A.: The ambivalent ontology of digital artifacts. In: Software Ecosystems: Analyzing and Managing Business Networks in the Software Industry, p. ![]() Jansen, S., Cusumano, M.A.: Defining software ecosystems: a survey of software platforms and business network governance. Nachira, F., Dini, P., Nicolai, A.: A network of digital business ecosystems for Europe: roots, processes and perspectives. Stanley, J., Briscoe, G.: The ABC of digital business ecosystems. In: Proceedings of the XII Brazilian Symposium on Information Systems on Brazilian Symposium on Information Systems: Information Systems in the Cloud Computing Era-Volume 1. ![]() Veiga, W., et al.: A software ecosystem approach to e-learning domain. Spector, J.M., et al.: Technology enhanced formative assessment for 21st century learning (2016) Keywordsįluck, A.: An international review of eExam technologies and impact. In the paper, we will explain how a digital ecosystem within e-assessment could improve assessments and how it supports diverse needs of programming exams. Hence, more improvements can be made with the implementation of e-assessments in digital ecosystems while it requires a lot of changes internally and outside institutions. However, the adaptability of any exam system could depend on the interoperability between the platforms and external plugins. Our findings indicate that currently, tools have basic support for programming exams, and also there is a low-level integration between the tools. In this study, we provide our practical experience on programming exams in Inspera Assessment and Blackboard Learn, especially focusing on Parsons problems (drag-and-drop questions) and code writing questions. All these question types require supporting plug-ins for e-assessments. Today, the different types of questions have been used in exams based on course type, e.g., Text-based questions, mathematical questions, and programming questions. While a number of advantages have been discussed on e-learning/e-assessment tools, little research has been reported on programming courses.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |