SOLO Programming Rubrics
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Why is this important? | Why is this important? | ||
| − | <blockquote> | + | <blockquote>Clear et al. (2008) point out that two major contributors to the exodus from Computer Science and cognate disciplines are poor teaching of computing in high schools and the “nerdy” image of the profession to young people. We contend that, even at university level, too much is taken for granted by teachers,in the formative stages of learning programming. Incorrect models of a range of fundamental programming concepts are conveyed in teaching or received by novices, often compounding the problems of understanding. Poor models of programming concepts have a propagating effect, plunging novices into a spiral of frustration, loss of confidence and self-belief, as more complex material is covered (Wayne D. Gray 1993, Caspersen & Bennedsen 2007). Shuhidan, Hamilton and D'Souza 2009.</blockquote> |
| − | Clear et al. (2008) point out that two major contributors to the exodus from Computer Science and cognate disciplines are poor teaching of computing in high schools and the “nerdy” image of the profession to young people. We contend that, even at university level, too much is taken for granted by teachers,in the formative stages of learning programming. Incorrect models of a range of fundamental programming concepts are conveyed in teaching or received by novices, often compounding the problems of understanding. Poor models of programming concepts have a propagating effect, plunging novices into a spiral of frustration, loss of confidence and self-belief, as more complex material is covered (Wayne D. Gray 1993, Caspersen & Bennedsen 2007). Shuhidan, Hamilton and D'Souza 2009. | + | |
| − | </blockquote> | + | |
Examples a SOLO self-assessment rubrics | Examples a SOLO self-assessment rubrics | ||
| − | Writing Code - developed from A Taxonomic Study of Novice Programming Summative Assessment by Shuhaida Shuhidan Margaret Hamilton Daryl D’Souza 2009 | + | SOLO Writing Code Rubric - developed from A Taxonomic Study of Novice Programming Summative Assessment by Shuhaida Shuhidan Margaret Hamilton Daryl D’Souza 2009 |
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Revision as of 01:00, 9 June 2012
SOLO can be used to make learning outcomes visible for novice programmers.
Why is this important?
Clear et al. (2008) point out that two major contributors to the exodus from Computer Science and cognate disciplines are poor teaching of computing in high schools and the “nerdy” image of the profession to young people. We contend that, even at university level, too much is taken for granted by teachers,in the formative stages of learning programming. Incorrect models of a range of fundamental programming concepts are conveyed in teaching or received by novices, often compounding the problems of understanding. Poor models of programming concepts have a propagating effect, plunging novices into a spiral of frustration, loss of confidence and self-belief, as more complex material is covered (Wayne D. Gray 1993, Caspersen & Bennedsen 2007). Shuhidan, Hamilton and D'Souza 2009.
Examples a SOLO self-assessment rubrics
SOLO Writing Code Rubric - developed from A Taxonomic Study of Novice Programming Summative Assessment by Shuhaida Shuhidan Margaret Hamilton Daryl D’Souza 2009
