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Assessment in CSCI 1301

Assessment in CSCI 1301. Gita Williams, Ph.D. CSCI 1301: Computer Science I. Objectives Students will become acquainted with the basics of computers and programming Students will be able to write programs in Java using the basic control structures

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Assessment in CSCI 1301

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  1. Assessment in CSCI 1301 Gita Williams, Ph.D

  2. CSCI 1301: Computer Science I • Objectives • Students will become acquainted with the basics of computers and programming • Students will be able to write programs in Java using the basic control structures • Students will be able to understand the concept of modular programming using functions • Students will be able to use other data types, like structures, arrays and files

  3. Overview • CSCI 1301 is the first required course for all Computer Science majors. • The passing rate of CSCI 1301 determines the enrollment of all subsequent courses.

  4. Students in CSCI 1301 • Students who take CSCI 1301 are not all Computer Science majors.

  5. Changes in CSCI 1301 • The way CSCI 1301 has been taught has changed • Programming language changed • Increased class size • Fewer % of CS majors

  6. My Goal • Encourage students to change major, double major or minor in CS. • Present material in way that non-CS and math majors can understand. • Try new teaching strategies to handle the • Programming Language changes • Increase class size • Diverse group of students

  7. Highlights of My Teaching Philosophy • Be knowledgeable about course content and able to present facts and relate theories to practice • Create a stimulating environment • allows students to ask questions and state opinions • promotes both teamwork and individual learning. • Be flexible to include teaching activities based around the learner’s skill and styles of learning • Challenge students to think critically and carefully about their studies and to communicate with precision and clarity

  8. Previous Experience in FDW • Focus: Programming language change • In Fall 2004 students grades plummeted. • In Spring 2005 new teaching strategies • Supplemental reference material • Online Terminology Review Quiz before Lecture • Online Interactive Tutorial • Assessment tools used to determine if these new strategies were helpful.

  9. Previous Experience in FDW • Classroom Assessment Techniques • Attitude inventory • Find out how student feel about status in class • Concept tests • Provide lecture guided notes. Poll students during class • Conceptual diagnostic tests • Online multiple choice tests over terms • Performance assessment • CodeLab exercises and complete programs • One minute paper • After lecture, students write what they learned and what they are confused about

  10. Previous Experience in FDW • Results: Objects-First vs. Control Structures First

  11. Current Focus in FDW • Focus: Increased class size • Peer Programming • Students work in pairs to design and create programs • Peer Assistants • Peer Tutors • Focus: Diversity of students • Concept Mapping - Creating diagrams that organizes information into meaningful categories. • Flowcharts • UML Diagrams

  12. Current Focus in FDW • New Classroom Assessment Techniques • Conceptual Maps • Students create flowcharts of problem • Application Cards • At the end of class, ask students to write description of a program with structures discussed in class • Posting to Discussion Bulletin Board • After completing an assignment, students anonymously post problem encountered and their solutions

  13. Conclusion • This FDW experience has given me an opportunity to collaborate with peers and discover new classroom assessment techniques. • Artifacts are found on wikispace • http://fdw.wikispaces.com/

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