Introductory programming, criterion-referencing, and bloom

  • Authors:

  • Raymond Lister;John Leaney

  • Affiliations:

  • University of Technology, Sydney, Broadway, Australia;University of Technology, Sydney, Broadway, Australia

  • Venue:
  • SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
  • Year:
  • 2003

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Abstract

In the traditional norm-referencing approach to grading, all students in a CS1 class attempt the same programming tasks, and those attempts are graded "to a curve". The danger is that such tasks are aimed at a hypothetical average student. Weaker students can do little of these tasks, and learn little. Meanwhile, these tasks do not stretch the stronger students, so they too are denied an opportunity to learn. Our solution is two-fold. First, we use a criterion-referenced approach, where fundamentally different tasks are set, according to the ability of the students. Second, the differences in the nature of the tasks reflect the differing levels of Bloom's taxonomy. Weaker CS1 students are simply required to demonstrate knowledge and comprehension; the ability to read and understand programs. Middling students attempt traditional tasks, while the stronger students are set open-ended tasks at the synthesis and evaluation levels.