Assessing students in classrooms is important. Self-assessment is also another important part in teaching and learning. It helps both teachers and the students to understand where to improve in the school curriculum.
Therefore in this paper we have talked on the different self-assessment screens which are available to teach computer programming. We proposed a new way of self-assessing novice learners to evaluate novice Object-Oriented Programming (OOP) learners theoretical and java coding skills.
A previous work was published (Hosanee, 2015) where the requirements of a novice OOP tool were identified. An OOP novice learning tool was built. The software consisted of many features. E-assessment was among one of the software.
Therefore, in this paper, the assessments screens are being evaluated. Feedbacks received from novice OOP learners confirmed that the screens were simple and students enjoyed answering the questions.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Background study
- Methodology
- Results
- Theoretical self-assessments questions
- First Method
- Second Method
- Java coding self-assessments questions
- First Method
- Second Method
- Inheritance Java question
- Theoretical self-assessments questions
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This paper aims to evaluate different assessment screens designed to assess Object-Oriented Programming (OOP) students. The main objective is to provide a comprehensive approach for evaluating both theoretical and coding skills in novice OOP learners.
- Self-assessment in OOP learning
- Evaluating theoretical and coding skills in OOP
- Formative and summative assessment in OOP
- Different approaches to assess OOP concepts
- The importance of simple and engaging assessment tools
Zusammenfassung der Kapitel (Chapter Summaries)
The introduction highlights the importance of assessment, both in formal classroom settings and informal self-assessment, for evaluating student performance and identifying areas for improvement. The paper emphasizes the need for self-assessment tools in OOP learning, particularly for theoretical understanding beyond coding skills.
The background study provides an overview of existing research in OOP assessment, emphasizing the challenges of teaching OOP and the need for effective evaluation tools. It discusses the two main categories of assessment: formative and summative, and highlights various research efforts in OOP evaluation, including those focused on emotional states, Delphi techniques, criterion-referenced assessment, self-assessment, and web-based platforms.
The methodology section outlines the approach taken in this paper, which involves integrating both summative and formative self-assessment questions within an OOP novice software learning tool. It emphasizes the importance of assessing both theoretical and coding skills, and the use of Java programming language for coding assessments.
The results section presents the findings of the evaluation of different self-assessment screens. The paper showcases examples of theoretical and coding assessment questions, including fill-in-the-blank questions, inheritance questions, and questions designed to test understanding of Java constructors. It highlights the positive feedback received from novice learners, emphasizing the simplicity and effectiveness of the assessment screens.
Schlüsselwörter (Keywords)
This paper focuses on Object-Oriented Programming (OOP), novice OOP learners, software tools, assessment tools, inheritance, association, formative assessment, summative assessment, sub-classes, super classes, and Java programming. The research investigates the effectiveness of different assessment screens in evaluating theoretical and coding skills of novice OOP learners.
- Quote paper
- Yeeshtdevisingh Hosanee (Author), 2016, Using different assessment screens to evaluate students' Object-Oriented Programming (OOP) skills, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/321036
