Advancing Computing Education: Assessing CC2020 Dispositions
Advancing Computing Education: Assessing CC2020 Dispositions
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推进计算机教育：评估 CC2020 部署
DOI：
10.1109/fie56618.2022.9962670
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发表时间：
2022
期刊：
影响因子：
--
通讯作者：
Impagliazzo, John
中科院分区：
文献类型：
--
作者：
Bowers, David S.;Sabin, Mihaela;Raj, Rajendra K.;Impagliazzo, John
这份创新的实践全文介绍了对处置的评估，这些处置与知识和技能一起构成了在环境中执行任务所需的三条能力腿，如最近的计算课程报告，特别是ACM/IEEE计算课程2020(CC2020)中所述。在这里，CC2020中的性格表达了能力的行为特征，如适应性、协作性或创造性。教师从计算程序开始就对知识进行评估，并在最近几十年越来越重视评估技能。然而，性格及其在能力中的作用是相对较新的，几乎没有可用于评估性格的指导。最近，计算机教师已经开始理解在现实世界中或在以行业为基础的全球信息时代技能框架(SFIA)的背景下，评估任务执行过程中的处置的重要性。因此，本文开发了一种基于标准的方法，供教育工作者使用，以“现实世界”成就的反思性组合为基础来评估能力。这项工作以英国编码研究所开发的概念和其他最近的报告为基础，展示了这种评估方法与SFIA和欧洲电子能力框架(ECF)等基于行业的能力框架的关系。本文还探讨了在课堂环境中使用基于标准的方法来帮助学生专注于特定的性格。它的主要贡献是推进学术计算课程和未来计算课程的能力重点。
This Innovative Practice Full Paper addresses the assessment of dispositions which, along with knowledge and skills, form the three legs of competency needed to perform a task in context, as described in recent computing curricular reports, particularly ACM/IEEE Computing Curricula 2020 (CC2020). Here, dispositions in CC2020 express the behavioral characteristics of competence, such as being adaptable, collaborative, or inventive. Instructors have assessed knowledge from the start of computing programs and have paid increased attention to assessing skills in recent decades. However, dispositions and their role within competency is relatively new, with little guidance available for assessing dispositions. Lately, computing instructors have begun to understand the importance of evaluating dispositions during the performance of tasks in the real world or in the context of the industry-based global Skills Framework for the Information Age (SFIA). Hence, this paper develops a criterion-based approach for use by educators in assessing competence based on a reflective portfolio of "real-world" achievements. Building on concepts developed by the UK Institute of Coding and other recent reports, this work demonstrates how this assessment approach relates to industry-based competency frameworks such as SFIA and the European e-Competence Framework (eCF). The paper also explores using the criterion-based approach in a classroom environment to help students focus on particular dispositions. Its main contribution is to advance the competency focus in academic computing programs and future computing curricula.
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