Getting around the task-artifact cycle: how to make claims and design by scenario
ACM Transactions on Information Systems (TOIS)
Making Use: Scenario-Based Design of Human-Computer Interactions
Making Use: Scenario-Based Design of Human-Computer Interactions
Program assessment tools in computer science: a report from the trenches
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
Situating evaluation in scenarios of use
CSCW '04 Proceedings of the 2004 ACM conference on Computer supported cooperative work
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Learning assessment continues to challenge instructors in higher education. Particularly challenging is finding assessment methods that provide insights into both how well a particular learning activity performs, and what can be done to enhance its effectiveness. This paper presents a method for assessing the learning that derives from course-related experiences, both in and out of the classroom. The method uses students' self-reported learning scenarios as the focal unit of analysis. Students are asked to write two scenarios each semester. One scenario describes a valuable learning experience, and the other a situation where they felt a course-related learning activity was not effective. Results from use of the method suggest it may be a generally effective tool for both assessment and design/re-design of learning activity. Effectiveness of the method is supported by evidence from an object-oriented design and programming course over four semesters.