Over-confidence and confusion in using bloom for programming fundamentals assessment

Authors:
Richard Gluga;Judy Kay;Raymond Lister;Sabina Kleitman;Tim Lever
Affiliations:
University of Sydney, Sydney, Australia;University of Sydney, Sydney, Australia;University of Technology Sydney, Sydney, Australia;University of Sydney, Sydney, Australia;University of Sydney, Sydney, Australia
Venue:
Proceedings of the 43rd ACM technical symposium on Computer Science Education
Year:
2012

Citing 7
Cited 6

Objectives and objective assessment in CS1

Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education
Introductory programming, criterion-referencing, and bloom

SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
This course has a Bloom Rating of 3.9

ACE '04 Proceedings of the Sixth Australasian Conference on Computing Education - Volume 30
An Australasian study of reading and comprehension skills in novice programmers, using the bloom and SOLO taxonomies

ACE '06 Proceedings of the 8th Australasian Conference on Computing Education - Volume 52
Bloom's taxonomy for CS assessment

ACE '08 Proceedings of the tenth conference on Australasian computing education - Volume 78
Going SOLO to assess novice programmers

Proceedings of the 13th annual conference on Innovation and technology in computer science education
Modeling long term learning of generic skills

ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part I

Multi-perspective survey of the relevance of the revised bloom's taxonomy to an introduction to linux course

Proceedings of the 13th annual conference on Information technology education
Applying the revised Bloom's taxonomy of the cognitive domain to linux system administration assessments

Journal of Computing Sciences in Colleges
Coming to terms with Bloom: an online tutorial for teachers of programming fundamentals

ACE '12 Proceedings of the Fourteenth Australasian Computing Education Conference - Volume 123
Efficient egg drop contests: how middle school girls think about algorithmic efficiency

Proceedings of the ninth annual international ACM conference on International computing education research
Student perspective on an online asynchronous introduction to linux based on user-first pedagogy

Proceedings of the 14th annual ACM SIGITE conference on Information technology education
The Canterbury QuestionBank: building a repository of multiple-choice CS1 and CS2 questions

Proceedings of the ITiCSE working group reports conference on Innovation and technology in computer science education-working group reports

Quantified Score

Hi-index	0.00

Visualization

Abstract

A computer science student is required to progress from a novice programmer to a proficient developer through the programming fundamentals sequence of subjects. This paper deals with the capturing and representation of learning progression. The key contribution is a web-based interactive tutorial that enables computer science educators to practice applying the Bloom Taxonomy in classifying programming exam questions. The tutorial captures participant confidence and self-explanations for each Bloom [5] classification exercise. The results of an evaluation with ten participants were analyzed for consistency and accuracy in the application of Bloom. The confidence and self-explanation measures were used to identify problem areas in the application of Bloom to programming fundamentals. The tutorial and findings are valuable contributions to future ACM/IEEE CS curriculum revisions, which are expected to have a continued emphasis on Bloom [1].