Process-Based Development of Competence Models to Computer Science Education

Abstract

A process model (cpm.4.CSE) is introduced that allows the development of competence models in computer science education related to curricular requirements. It includes eight subprocesses: (a) determine competence concept, (b) determine competence areas, (c) identify computer science concepts, (d) assign competence dimensions to computer science, (e) code competences, (f) formulate competences, (g) formulate learning tasks, and (h) formulate test tasks. The competence definition by the Organisation for Economic Cooperation and Development gives the direction to cpm.4.CSE. This definition highlights four main dimensions of competence: knowledge, cognitive skills, practical skills, and attitudes. For the preparation of subprocesses and the exemplification of concepts, references have been used from the academic literature of computer science education. The processes, activities, and transformations of cpm.4.CSE are documented in Integration Definition for Function Modeling, a process modeling language that is standardized, widely used and easy to understand.

cpm.4.CSE/IRT N=small: A companion to cpm.4.CSE/IRT for N = small

“…The first sub process B1 construct items (see Figure 2) deals with the construction of items. From B1 (see Figure 2) the following 12 items have been constructed for the competence area of Modeling with respect to the competence of Diagram types (Zendler, Seitz, & Klaudt, 2016): item1: "Learners justify different model concepts, in particular they qualify the class diagrams for computer science" Item2: "Learners adequately apply the concepts of sequence modeling" Item3: "Learners determine the use of class and sequence diagrams in software engineering" Item4: "Learners demonstrate the use of models in software engineering" Item5: "Learners use diagram types for requirements modeling" Item6: "Learners analyze requirements and apply use case diagrams" Item7: "Learners analyze requirements and apply sequence diagrams" Item8: "Learners analyze requirements and apply activity diagrams" Item9: "Learners analyze requirements and apply state diagrams" Item10: "Learners analyze requirements and apply class diagrams" Item11: "Learners are convinced of modeling as a key activity in software engineering" Item12: "Learners have an overview of various modeling languages such as Unified Modeling Language (UML), Event Driven Process Chains (EPK), Petri Nets, IDEF (Integrated DEFinition), SDL (Specification and Description Language), ERM (Entity-Relationship Model)"…”