Effective Assessment of Computer Science Capstone Projects and Student Outcomes

Salem, Fatima Abu; Damaj, Issam; Hamandi, Lama; Zantout, Rached

doi:10.3991/ijep.v10i2.11855

Cited by 6 publications

(6 citation statements)

References 11 publications

(34 reference statements)

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“…Usually, the measurement of learning outcomes is based on the established indicators of performance [16]. Current grades, test and exam results [22], final projects [23], etc. can be analyzed.…”

Section: Use Of Surveys and Evaluation Of Student Learning Outcomes T...mentioning

confidence: 99%

Independent Evaluation of Learning Outcomes as a Tool of the Internal Quality Assurance System

Sharova,

Zemlianska,

Sharov

et al. 2023

TEM Journal

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The article deals with the organization and conduct of the independent evaluation of student learning outcomes in the form of computer testing in 2021-2022. 402 first-year undergraduate students who were divided into 23 groups at 4 faculties took part in the evaluation. The novelty of the research includes the description of the procedure and mechanism of independent evaluation, as well as requirements for the structure of tests, the volume of the test bank, etc. The analysis and generalization of the results indicate the improvement of the performance indicators, quality of knowledge during the second periodic module control.

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Section: Use Of Surveys and Evaluation Of Student Learning Outcomes T...mentioning

confidence: 99%

Independent Evaluation of Learning Outcomes as a Tool of the Internal Quality Assurance System

Sharova,

Zemlianska,

Sharov

et al. 2023

TEM Journal

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“…Accreditation models for study programs include criteria or standards related to formative research, enabling the evaluation of how well this dimension is internalized and systematized within the students' educational process. All university accreditation models include the training of researchers, and in particular, the two national accreditation models implemented in Peru incorporated the research criterion within their respective evaluation models [3] [4]. Research has emerged as a pivotal pillar in the practice of the engineering profession, emphasizing the need to nurture research capabilities of professionals starting from the first semester.…”

Section: Introductionmentioning

confidence: 99%

“…The advanced part consists of courses on Methodology of Scientific Research and Thesis for obtaining Innovative Proposed Model between Formative Research and Accreditation of Engineering Programs the degree. The university's research model encourages students to contribute to society through interdisciplinary and multidisciplinary projects [3]. However, at the UCH under study, the intermediate program was not integrated with the initial and advanced program, as the study plan was not designed for it.…”

Section: Introductionmentioning

confidence: 99%

Innovative Proposed Model between Formative Research and Accreditation of Engineering Programs

Andrade-Arenas,

Llulluy-Nuñez,

Vílchez-Sandoval

et al. 2023

Int. J. Eng. Ped.

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Peruvian universities by the university law 30220 are required to have their research center to obtain their licensing and optionally obtain accreditation for educational quality. The research study aims to propose an innovative model that relates the informative research of the students of the Systems Engineering and Computer and Electronics Engineering program with the accreditation. The soft systems methodology and the Maltese cross, based on the systemic approach, were used for the development of the study. The study is qualitative in approach; the interview technique was used with 15 stakeholders, using Atlas Ti22 for its analysis. The result obtained was based on the evaluation by experts, considering criteria such as clarity, coherence, relevance and consistency of the proposed model of the relationship between formative research and accreditation; obtaining an average value of 92.5%. In this way, it is considered approved since it must be higher than 75%. It was concluded that the proposed model is coherent since it articulates the investigative courses from the first semester to the last semester and relates in an articulated way with the elements of accreditation. The contribution of the research is to the university educational sector that can adapt the proposed innovative model according to the educational model of their university.

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“…Le considerazioni sinora proposte hanno lo scopo di sottolineare come una diversa concettualizzazione dell'apprendimento, e del ruolo attribuito a discenti e docenti, abbia avuto (e abbia) profonde implicazioni e ripercussioni sugli obiettivi d'apprendimento conseguibili e sul contributo che viene richiesto alle tecnologie nel raggiungimento di tali obiettivi (Salem et al, 2020). È chiaro che la sola innovazione tecnologica, anche qualora venisse "compiuta" (nella limitatezza del suo essere, come detto, in costante divenire), non corrisponde tout court all'innovazione didattica in direzione inclusiva (Bocci, 2019;Bocci & Bonavolontà, 2020).…”

Section: Introduzioneunclassified

Il contributo del paradigma tecnologico-digitale alla formazione degli insegnanti specializzati per il sostegno. Esiti di un’indagine esplorativa

Bocci

Guerini

Isidori

et al. 2022

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Although, as the today huge literature available reports, the technological paradigm has always been inherent to the processes of knowledge transmission’s construction and despite the fact that distance learning experiences have been present for over fifty years (from the first models of Distance Learning Training to the current advanced typology of e-learning experiences), only following the use of the so-called Distance Learning due to the restrictions caused by the Covid Pandemic, the question seems to have emerged from the maze of the experts, opening a public debate. Far from falling into the mesh of sterile contrasts that have unfortunately pervaded this discussion, the authors of this paper, like many colleagues, have treasured what was and is happening to experiment innovative solutions also in the context of paths intended teachers’ training (specifically involved into specialization for educational support activities for students with disabilities) and verify, through an exploratory survey, the impact that the organization and implementation of these courses, through the distance and according to the principles of the technological-digital paradigm, it also had on the teaching practice carried out in the classroom by the teacher-trainees and on the learning-performance of the students involved.

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Effective Assessment of Computer Science Capstone Projects and Student Outcomes

Cited by 6 publications

References 11 publications

Independent Evaluation of Learning Outcomes as a Tool of the Internal Quality Assurance System

Independent Evaluation of Learning Outcomes as a Tool of the Internal Quality Assurance System

Innovative Proposed Model between Formative Research and Accreditation of Engineering Programs

Il contributo del paradigma tecnologico-digitale alla formazione degli insegnanti specializzati per il sostegno. Esiti di un’indagine esplorativa

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