Examining student learning of computer science

ABSTRACT

Student examination performance in a third-year module, "Communications, Networks and Distributed Systems" (CNDS), is analyzed in terms of different responses to questions which required qualitative versus quantitative answers. This is matched to the results of a student survey conducted in the first lecture, in which students were asked about what they would hope to gain from the module. The observations indicate that there are significant differences in the manner in which students learn computer science, and that this may correlate with expectations about desired learning outcomes. This impacts upon aspects of course design and delivery, as well as approaches to assessment (and examination design in particular). It also suggests that examinations may be regarded as offering new avenues of feedback on student learning in addition to fulfilling traditional assessment related roles.

REFERENCES

• 1: Gibbs, G., A. Morgan, E. Taylor, (1982), "A Review of the Research of Ference Marton and the GoteborgResearch Group: A Phenomenological Perspective on Learning", in Higher Education, v.11, Elsevier, pp.123-145
• 2: Marton. F, and R. Saljo, (1984), "Approaches to Leaming", in F. Marton, D. Hounsell, and N. Entwistle (eds), The Experience of Learning, Scottish Academic Press: Edinburgh, pp.36-55

INDEX TERMS

Primary Classification:
  K. Computing Milieux
  K.3 COMPUTERS AND EDUCATION
      K.3.2 Computer and Information Science Education
          Subjects: Computer science education

Additional Classification:
  K. Computing Milieux
  K.6 MANAGEMENT OF COMPUTING AND INFORMATION SYSTEMS
      K.6.2 Installation Management
          Subjects: Performance and usage measurement

General Terms:
Design, Human Factors, Management, Measurement, Performance, Theory