What are we thinking when we grade programs?
What are we thinking when we grade programs?
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当我们给课程评分时我们在想什么？
DOI：
10.1145/2445196.2445339
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
Laurie Murphy
中科院分区：
文献类型：
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作者：
Sue Fitzgerald;Brian F. Hanks;R. Lister;R. McCauley;Laurie Murphy
本文报道了一个混合方法的研究，探讨如何四个经验丰富的教师接近编程问题的评分。两名教员采用了详细的分析方法，两名教员采用了整体方法。一位教师展示了主要特质方法的要素。尽管四位导师使用了不同的评分标准和理念，但他们的原始分数高度相关（斯皮尔曼的rho为0.81），这支持了一个结论，即经验丰富的导师通常会同意一个项目是“非常好”还是“非常差”。显然，没有一种唯一正确的方法来评分程序。为了教育工作者和学生的利益，应鼓励进一步的讨论。
This paper reports on a mixed methods study which examines how four experienced instructors approached the grading of a programming problem. Two instructors used a detailed, analytic approach and two instructors employed a holistic approach. One instructor exhibited elements of a primary trait approach. Even though the four instructors used different grading scales and philosophies, their raw scores were highly correlated (Spearman's rho of .81) supporting the conclusion that experienced instructors usually agree on whether a program is 'very good' or 'very bad'. Clearly there is no single right way to grade programs. Further discourse should be encouraged for the benefit of both educators and students.