非计算机科学专业编程导论课程经验协调员评价视角的定性研究

Emma Riese, Olle Bälter
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引用次数: 1

摘要

评价在教育中起着重要的作用,既能引导学习,又能激励学习。然而,评估可以有不同的目的:为学生提供支持学习的反馈(形成性评估)和判断学生在多大程度上实现了预期的学习成果(总结性评估)。在这项研究中,我们在北欧国家一所公立免学费国立大学为非计算机科学专业学生开设的编程入门课程的背景下,探讨了教师对评估的看法。这些课程提供给大量的学生,也聘请了几名助教(助教)。我们使用建构主义作为我们研究的基础,并调查了教师如何实施形成性评估和总结性评估,他们如何看待自己的角色,以及他们对这些评估中的助教有什么期望。我们采访了7位课程协调员(具有额外行政职责但没有正式评分责任的入门编程课程的主要讲师),并分析了205个课程工件,例如教学大纲、实验作业说明和来自跨部门助教培训课程的课程材料。结果表明,课程协调员分别使用形成性评估和总结性评估,并在同一活动中使用。他们认为自己对评估负责,作为计划者和材料开发者,作为组织者和管理者,以及作为评估的监督者。然而,结果也表明,这些课程协调员将大部分评估责任委托给他们的助教,并希望助教既给学生评分,又给他们提供反馈和指导。此外,助教也被期望作为学生表现的信息提供者。课程协调员的角色涉及许多不同的方面,其中通过指导与学生和助教沟通是必不可少的。我们看到,这种评估的实施,将大量的责任分配给助教,对于一个不一定负责评分的教员来说,可能很难管理。根据结果,我们提出了一些建议,例如提供助教培训。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A Qualitative Study of Experienced Course Coordinators’ Perspectives on Assessment in Introductory Programming Courses for Non-CS Majors
Assessment plays an important role in education and can both guide and motivate learning. Assessment can, however, be carried out with different aims: providing the students with feedback that supports the learning (formative assessment) and judging to which degree the students have fulfilled the intended learning outcomes (summative assessment). In this study, we explore the instructors’ perspective on assessment within the context of introductory programming courses offered to non-computer-science majors at a public tuition-free state-funded university in a Nordic country. These courses are given to a large number of students and also employ several teaching assistants (TAs). We used constructivism as a basis for our study and investigated how instructors implement formative and summative assessments, how they view their role, and what expectations they have of their TAs in these assessments. We interviewed seven course coordinators (main instructors for introductory programming courses with additional administrative duties but without formal responsibility of the grading) and analyzed 205 course artifacts, such as syllabi, lab assignment instructions, and course material from the cross-department TA training course. The results showed that course coordinators use formative and summative assessments both separately and within the same activity. They view themselves as responsible for the assessments, as the planners and material developers, as the organizers and administrators, and as monitors of the assessments. However, the results also showed that these course coordinators delegate much of the responsibility for the assessments to their TAs and expect TAs to both grade the students and provide them with feedback and guidance. In addition, the TAs are also expected to act as informants about their students’ performance. The course coordinators’ role entails many different aspects, where communicating through instructions to both students and TAs is essential. We see that this implementation of assessment, with lots of responsibility distributed to the TAs, could be difficult to manage for a single faculty member who is not necessarily responsible for the grading. Based on the results, we outline some recommendations, such as offering TA training.
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