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Examining student learning of computer science

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Published:01 March 1997Publication History
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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.123-145Google ScholarGoogle Scholar
  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.36-55Google ScholarGoogle Scholar

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      • Published in

        cover image ACM SIGCSE Bulletin
        ACM SIGCSE Bulletin  Volume 29, Issue 1
        March 1997
        388 pages
        ISSN:0097-8418
        DOI:10.1145/268085
        Issue’s Table of Contents
        • cover image ACM Conferences
          SIGCSE '97: Proceedings of the twenty-eighth SIGCSE technical symposium on Computer science education
          March 1997
          410 pages
          ISBN:0897918894
          DOI:10.1145/268084

        Copyright © 1997 ACM

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        Association for Computing Machinery

        New York, NY, United States

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        • Published: 1 March 1997

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