Using a Professional Skills Framework to Support the Assessment of Dispositions in IT Education
Using a Professional Skills Framework to Support the Assessment of Dispositions in IT Education
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使用专业技能框架支持 IT 教育倾向评估
DOI：
10.1145/3537674.3554747
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发表时间：
2022
期刊：
影响因子：
--
通讯作者：
Mihaela Sabin
中科院分区：
文献类型：
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作者：
D. Bowers;Mihaela Sabin
IT 2017 ACM/IEEE学士学位课程指南引入了一种全新的计算教育课程框架。IT 2017报告的重点不是如何构建信息技术知识体系，而是将其课程建议集中在IT项目预计毕业生应培养的能力上。该报告的一个主要贡献是一个IT能力模型，它确定了三个相互关联的组成部分：内容知识，技能和处置，处置代表在工作场所所需的个人素质。在IT 2017贡献的基础上，ACM/IEEE计算课程2020（CC 2020）报告通过确定11种倾向，如适应性或自我导向，丰富了倾向概念，所有计算程序都应包括在毕业生的职业准备中。虽然学术课程和雇主都广泛认识到性格的重要性，但如何在学位课程中开发和评估性格仍然是一个挑战。最近对11个CC 2020部署到信息时代技能框架（SFIA）责任特征的映射为应对这一挑战开辟了一条充满希望的道路。受此启发，本文的目的是帮助教育工作者评估学生的成就CC 2020处置通过SFIA的责任特征。我们提出的评估方法和工具基于现实工作环境中任务绩效的证据，展示了SFIA的责任特征，这些特征映射到CC 2020部署。此外，本文通过证明其他IT技能框架将对我们的评估方法构成重大挑战，验证了选择SFIA来实施CC 2020部署。
The IT2017 ACM/IEEE Curriculum Guidelines for Baccalaureate Degree Programs introduced a significantly new way of framing computing education curricula. Instead of focusing on how to structure the Information Technology body of knowledge, the IT2017 report centered its curricular recommendations on the competencies that IT programs are expected to develop in their graduates. A major contribution of the report is a model of IT competency that identifies three interrelated components: content knowledge, skills, and dispositions, where dispositions represent personal qualities desirable in the workplace. Building on the IT2017 contributions, the ACM/IEEE Computing Curricula 2020 (CC2020) report enriches the disposition concept by identifying eleven dispositions, such as being adaptable or self-directed, that all computing programs should include in the career preparation of their graduates. While the importance of dispositions is widely appreciated by both academic programs and employers, how to develop and assess dispositions in a degree program remains a challenge. A recent mapping of the eleven CC2020 dispositions to the responsibility characteristics of the Skills Framework for the Information Age (SFIA) opened a promising route for addressing this challenge. Inspired by this mapping, this paper’s aim is to help educators assess students’ achievement of CC2020 dispositions through the SFIA responsibility characteristics. Our proposed assessment method and tool are based on evidence of performance of tasks in real-world work settings, demonstrating SFIA responsibility characteristics, which are mapped to CC2020 dispositions. Furthermore, this paper validates the selection of SFIA to operationalize the CC2020 dispositions, by demonstrating that other IT skills frameworks would pose significant challenges for our assessment approach.
推进计算机教育：评估 CC2020 部署
DOI：
10.1109/fie56618.2022.9962670
发表时间：
2022
期刊：
2022 IEEE Frontiers in Education Conference (FIE
影响因子：
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作者：
Bowers, David S.;Sabin, Mihaela;Raj, Rajendra K.;Impagliazzo, John
通讯作者：
Impagliazzo, John
使用能力解释 ABET 计算机科学标准
DOI：
10.1145/3478431.3499293
发表时间：
2022
期刊：
53rd ACM Technical Symposium on Computer Science Education (SIGCSE 2022
影响因子：
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作者：
Raj, Rajendra K.;Kumar, Amruth N.;Sabin, Mihaela;Impagliazzo, John
通讯作者：
Impagliazzo, John
DOI：
10.1145/3502870.3506570
发表时间：
2021
期刊：
2021 ITiCSE Working Group Reports (ITiCSEWGR ’21
影响因子：
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作者：
Raj, Rajendra;Sabin, Mihaela;Impagliazzo, John;Bowers, David;Daniels, Mats;Hermans, Felienne;Kiesler, Natalie;Kumar, Amruth N.;MacKellar, Bonnie;McCauley, Renée
通讯作者：
McCauley, Renée