Another semester, more lessons learned (mostly by me).Posted: June 16, 2013 Filed under: Education, Opinion | Tags: advocacy, authenticity, collaboration, community, curriculum, design, education, educational problem, educational research, ethics, feedback, Generation Why, higher education, in the student's head, learning, plagiarism, principles of design, reflection, resources, student perspective, teaching, teaching approaches, thinking, tools, universal principles of design Leave a comment
I’ve just finished the lecturing component for my first year course on programming, algorithms and data structures. As always, the learning has been mutual. I’ve got some longer posts to write on this at some time in the future but the biggest change for this year was dropping the written examination component down and bringing in supervised practical examinations in programming and code reading. This has given us some interesting results that we look forward to going through, once all of the exams are done and the marks are locked down sometime in late July.
Whenever I put in practical examinations, we encounter the strange phenomenon of students who can mysteriously write code in very short periods of time in a practical situation very similar to the practical examination, but suddenly lose the ability to write good code when they are isolated from the Internet, e-Mail and other people’s code repositories. This is, thank goodness, not a large group (seriously, it’s shrinking the more I put prac exams in) but it does illustrate why we do it. If someone has a genuine problem with exam pressure, and it does occur, then of course we set things up so that they have more time and a different environment, as we support all of our students with special circumstances. But to be fair to everyone, and because this can be confronting, we pitch the problems at a level where early achievement is possible and they are also usually simpler versions of the types of programs that have already been set as assignment work. I’m not trying to trip people up, here, I’m trying to develop the understanding that it’s not the marks for their programming assignments that are important, it’s the development of the skills.
I need those people who have not done their own work to realise that it probably didn’t lead to a good level of understanding or the ability to apply the skill as you would in the workforce. However, I need to do so in a way that isn’t unfair, so there’s a lot of careful learning design that goes in, even to the selection of how much each component is worth. The reminder that you should be doing your own work is not high stakes – 5-10% of the final mark at most – and builds up to a larger practical examination component, worth 30%, that comes after a total of nine practical programming assignments and a previous prac exam. This year, I’m happy with the marks design because it takes fairly consistent failure to drop a student to the point where they are no longer eligible for redemption through additional work. The scope for achievement is across knowledge of course materials (on-line quizzes, in-class scratchy card quizzes and the written exam), programming with reference materials (programming assignments over 12 weeks), programming under more restricted conditions (the prac exams) and even group formation and open problem handling (with a team-based report on the use of queues in the real world). To pass, a student needs to do enough in all of these. To excel, they have to have a good broad grasp of theoretical and practical. This is what I’ve been heading towards for this first-year course, a course that I am confident turns out students who are programmers and have enough knowledge of core computer science. Yes, students can (and will) fail – but only if they really don’t do enough in more than one of the target areas and then don’t focus on that to improve their results. I will fail anyone who doesn’t meet the standard but I have no wish to do any more of that than I need to. If people can come up to standard in the time and resource constraints we have, then they should pass. The trick is holding the standard at the right level while you bring up the people – and that takes a lot of help from my colleagues, my mentors and from me constantly learning from my students and being open to changing the learning design until we get it right.
Of course, there is always room for improvement, which means that the course goes back up on blocks while I analyse it. Again. Is this the best way to teach this course? Well, of course, what we will do now is to look at results across the course. We’ll track Prac Exam performance across all practicals, across the two different types of quizzes, across the reports and across the final written exam. We’ll go back into detail on the written answers to the code reading question to see if there’s a match for articulation and comprehension. We’ll assess the quality of response to the exam, as well as the final marked outcome, to tie this back to developmental level, if possible. We’ll look at previous results, entry points, pre-University marks…
And then we’ll teach it again!