Effective Assessment of Written-Based Computer Programming Codes: Using a Grid Based Approach
Various studies have noted computer programming challenges faced by novice learners in upper secondary schools. Apart from the existing teaching strategies authors recommend different modes of assessments to strengthen both feedback to students and improve teaching of computer programming. This paper suggests the use of a programming grid to record and analyse programming errors from students’ written-based programming solutions. It reports the empirical findings of a study that used a pre-formulated grid to analyse a total of ninety scripts corresponding to three problem-solving questions answered by a batch of thirty students (17-19 ages) of upper secondary school in Mauritius. The results not only identify the exact errors made by students but also reveal conceptual difficulties. The grid based approach serves as a tool for teachers to identify learning and conceptual difficulties and revisit teaching strategies at the individual level and collectively as a class. The conclusion notes the relevance of the grid based approach as an easily accessible assessment in schools that can improve computer programming education. The grid is part of a work in progress for a doctoral research.
Keywords: Computer Programming, Programming Grid, Written-Based Programming Codes, Conceptual Difficulties.
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