Generic Assessment Rubrics For Computer Programming Courses

• Published in: TOJET : the Turkish online journal of educational technology Vol. 15; no. 1; pp. 53 - 68
• Main Authors: MUSTAPHA, Aida, Noor Azah SAMSUDIN, ARBAIY, Nureize, Rozlini MOHAMED, Isredza, Rahmi HAMID
• Format: Journal Article
• Language: English
• Published: Adapazari Sakarya Üniversitesi Yayınları 01.01.2016; Sakarya University
• Subjects: Affective Objectives; Bilim-Teknoloji; Cognition & reasoning; College Students; Color; Computer programming; Computer Science Education; Creativity; Educational technology; Evaluation; Eğitim Bilimleri; Families & family life; Foreign Countries; Grading; Interrater Reliability; Kişisel Gelişim; Malaysia; Programming; Programming Languages; Psychomotor Objectives; Reliability; Reliability analysis; Research Methodology; Scoring Rubrics; Statistical Analysis; Statistics; Student Educational Objectives; Student Evaluation; Students; Teachers; Teaching Methods; Thinking Skills; Türkiye; Sakarya; New York; United States > US; Malaysia; cognitive; computer programming; Kappa statistics; affective; Scoring; assessment rubric; psychomotor
• ISSN: 2146-7242; 1303-6521; 1303-6521

In programming, one problem can usually be solved using different logics and constructs but still producing the same output. Sometimes students get marked down inappropriately if their solutions do not follow the answers cheme. In addition, lab exercises and programming assignments are not necessary graded by the instructors but most of the time by the teaching assistants or lab demon strators. This results in grading inconsistencies in termsof the marks awarded when the same solution is being graded by different person. To address this issue, a set of assessment rubric is necessary in order to provide flexibility for critical and creative solutions among students aswell as to improve grading consistencies among instructors and teaching assistants or demonstrators. This paperreports the development of assessment rubric for each domain in computer programming courses; cognitive,psychomotor, and affective. The rubrics were then implemented for one academic semester consisting of 14weeks. An interrater reliability analysis based on Kappa statistic was performed to determine the consistency inusing the rubrics among instructors The weighted kappa is 0.810, therefore, the strength of agreement or there liability of the rubric can be considered to be ‘very good’. This indicates that the scoring categories in the rubrics are well-defined and the differences between the score categories are clear.