TY - GEN
T1 - A framework for course-embedded assessment for evaluating learning outcomes of a network programming course
AU - Lakas, Abderrahmane
AU - Belkacem, Abdelkader Nasreddine
N1 - Publisher Copyright:
© 2021 IEEE.
PY - 2021/4/21
Y1 - 2021/4/21
N2 - The assessment of course learning outcomes is an essential component in the continuous efforts of course improvement. The assessment is a tedious process and often incurs for many educators an overhead to the teaching and learning operation. Thus the need to investigate efficient methods to improve the process of course assessment by minimizing unnecessary efforts for the planning, preparation and execution of the assessment process. Automating the assessment process is instrumental in taking away its tediousness allowing teachers to focus their efforts on the improvement of the teaching and learning quality. For the case of information technology (IT) curriculum, one main concern is the difficulties encountered by students in learning programming skills; thus the need for an assessment-driven course improvement for programming courses. In this paper, we propose an automated proactive assessment method for assessing the learning outcomes of a course by embedding the assessment instruments in the tests and student homeworks. We selected a network programming course for its suitability to embed assessment instruments as part of the programming library used by students during their test and homeworks. The embedded instruments consist of a set of use-case routines to test the validity of each design and implementation component of the developed protocol. This approach streamlines the process of learning outcomes assessment as well as the continuous improvement of the course.
AB - The assessment of course learning outcomes is an essential component in the continuous efforts of course improvement. The assessment is a tedious process and often incurs for many educators an overhead to the teaching and learning operation. Thus the need to investigate efficient methods to improve the process of course assessment by minimizing unnecessary efforts for the planning, preparation and execution of the assessment process. Automating the assessment process is instrumental in taking away its tediousness allowing teachers to focus their efforts on the improvement of the teaching and learning quality. For the case of information technology (IT) curriculum, one main concern is the difficulties encountered by students in learning programming skills; thus the need for an assessment-driven course improvement for programming courses. In this paper, we propose an automated proactive assessment method for assessing the learning outcomes of a course by embedding the assessment instruments in the tests and student homeworks. We selected a network programming course for its suitability to embed assessment instruments as part of the programming library used by students during their test and homeworks. The embedded instruments consist of a set of use-case routines to test the validity of each design and implementation component of the developed protocol. This approach streamlines the process of learning outcomes assessment as well as the continuous improvement of the course.
KW - Course assessment
KW - Embedded instruments
KW - Learning outcomes
KW - Network Programming Course
UR - http://www.scopus.com/inward/record.url?scp=85112465827&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85112465827&partnerID=8YFLogxK
U2 - 10.1109/EDUCON46332.2021.9454129
DO - 10.1109/EDUCON46332.2021.9454129
M3 - Conference contribution
AN - SCOPUS:85112465827
T3 - IEEE Global Engineering Education Conference, EDUCON
SP - 989
EP - 995
BT - Proceedings of the 2021 IEEE Global Engineering Education Conference, EDUCON 2021
A2 - Klinger, Thomas
A2 - Kollmitzer, Christian
A2 - Pester, Andreas
PB - IEEE Computer Society
T2 - 2021 IEEE Global Engineering Education Conference, EDUCON 2021
Y2 - 21 April 2021 through 23 April 2021
ER -