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QChoice of Examination Form  z%Education as a Goal-Oriented Activity& FArticulate aims and goals Short as well as long term Micro as well as macro level (assignment, lecture, course, degree) Design assessment method such that a winning strategy with respect to assessment optimize learning Design teaching and (intended) learning process Progression, abstract vs. concrete, general vs. special, apprenticeship approach, spiral approach, early bird, ... Decide on dissemination methods Material (textbook, web, learning objects, videos, sample programs, ...) Teaching method (lecture, class, lab, student collaboration, project work, supervision, ...)2" Z_Z" ZKZ0" ZtZ " ZZ&   > b $b$0((s,,00 4488b ? F      nCourse and Exam Must Match $ The final exam must reflect the contents of the course The spirit and style of student assessment defines de facto the curriculum.  Rowntree, 1977 The type of grading influences the student s learning approach.  Ramsden, 1992 We find it mandatory to apply an evaluation form where the students demonstrate their practical programming skills as well as their understanding of the fundamental concepts and theories from the curriculum of the course. In short: course contents and final exam must match.p7ZZ7K >   7    @    TChoice of Examination FormpTest the students against expected competencies After the course the student will be able to use fundamental elements in a modern programming language Use conceptual modelling for systematic development of simple object-oriented programs Implement simple oo-models in a modern programming language, and Use selected class libraries Weekly mandatory assignments prepare the students for the exam but they don t count in the final grading00-!7 !T !8  !$$D    XPractical Lab Exam  UPractical Lab Exam Staff Teacher, external examiner, 4-5 TAs Students 20 per group; 12 groups (200+ students) Time 30 minutes for the assignment, 60 minutes in total Assignment A new for each group (though similar) ~10 programming tasks; breakpoint after #2 Pass point: task #6 Evaluation Process as well as product (i.e. the students behaviour also counts in the final grading If the lecturer and external examiner estimate so, an appropriate and systematic programming process can compensate for minor flaws and errors in the product and make a student pass$ (3 e $ (  3 e  $$    7  ZSample Exam AssignmentCreate a simple class Employee with constructor, getSalary, and toString method& Create a class EmployeeTest... Create a new class Department ... Implement the methods addTrack, removeTrack, and getHOD Create a class DepartmentTest& Implement getDepartmentSalary Add a method to DepartmentTest to test the getDepartmentSalary method Implement bestPaidEmployee Add a method to DepartmentTest to test the bestPaidEmployee method Let the Employee class implement the Comparable interface& B" P1f ff  f f   f $$f((f,,f00f 44f88f<<f   ff   $$ ((f,,f00f4488 <<f  ff f f      *!F  %| Use of BlueJ  Develop Test Submit (~ Conclusion   P General IDE edit, compile, run, ... Exploring  the notional machine debugger Incremental program development automatic testing Model-driven programming UML support !    !    $$ (( ) References   /  #*%+&,'3(4)5*6+7,8-e  DP` ` ̙33` 333MMM` ff3333f` f` f` 3>?" dd@$f?" dd@!  f" @ ` n?" dd@   @@``PR    @ ` ` p> >    (    6Ne "'YR , X Click to edit Master title style!! (  0Qe "'Y` , RClick to edit Master text styles Second level Third level Fourth level Fifth level!    S    00Xe "' , **Michael E. Caspersenf*  0]e "-S  , <*First BlueJ Day, 1 March 2006f  0ce "Y , ,Practical Assessment.*f`B   s *Df8c"j'Yjv  C @A bluej-day-logologo"9YLB  s *޽h ? ̙33___PPT10e+D=' = @B + Standarddesign6 PF(     N|Ztt B  , t*  p88pp   N Ztt  xB , v*  p88ppd  c $ ?pU  ,J  N`Ztt  T$K , hKlik for at redigere teksttypografierne i masteren Andet niveau Tredje niveau Fjerde niveau Femte niveau3   i  TpZtt /  , t*  p88pp  T0Ztt  x/ , v*  p88ppH  0rllC ? ̙3380___PPT10.ipRp `(     N (tt B  , v* p88pp  N!tt  wB , x* p88pp  TPtt .  , v* p88pp  Ttt  w. , x* p88ppH  0rllC ? 3380___PPT10.iMIDp:Dp <40@(  @x @ c $p2e  , pB @ H_ж_жDf8cv'YvpB @ H_ж_жDf8cv'YvK @ 0Д7 H   AMichael E. Caspersen University of Aarhus Denmark mec@daimi.au.dkBBp            @ 0]7 P q'User Talk First BlueJ Day, 1 March 2006(( ( H @ 0޽h ? ̙33___PPT10u.i[+D=' 9g0= @B +. %Dp tl ( 9xobtvcaa l  C i'YR  ,   C 0i'Y`<$<    N_ж_жf33f"0  ,$D ,H  0޽h ? ̙33bZ___PPT10:.rd+PD' p= @B D' = @BA?%,( < +O%,( < +D' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<* %%(D' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*&G%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*G%(D' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(+8+0+ + Dp:Dp 4$(  r  S ['YR  , r  S p'Y` , H  0޽h ? ̙33___PPT10u.Mp`+D=' ̰= @B ++Dp 0( aD)yp.tp x  c $> , x  c $ `   , H  0޽h ? ̙33___PPT10u.xI# +D=' ̰= @B +  (Dp    ( eu JaD)y ~  s *0r'YR  , `  s *f"` w l2  6f1"`G$|  <~ 0___PPT106___PPT9 ___PPTMac11  (namd Symbolff   x$tools concepts language constructs"%0%!% l2  6f1"`]:j  <0 0___PPT106___PPT9 ___PPTMac11  (namd Symbolff   ffinished programs"0!   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Te_ж_жff>"`2$@,P___PPT10       ___PPT9       b___PPTMac11<4  (namd Symbolff    (namd Symbolff    (namd Symbolff    (namd Symbolff    (namd Symbolff    (namd Symbolff    (namd Symbolff    (namd Symbolff    (namd Symbolff    (namd Symbolff    (namd Symbolff    (namd Symbolff    (namd Symbolff    (namd Symbolff    (namd Symbolff    (namd Symbolff    (namd Symbolff    (namd Symbolff    (namd Symbolff    (namd Symbolff    (namd Symbolff    (namd Symbolff    (namd Symbolff    (namd Symbolff    (namd Symbolff    (namd Symbolff    (namd Symbolff   &The Practice of Programming Describe strategies, principles, and techniques of program development Demonstrate how to apply these in action Develop programs instead of simply showcasing them Demonstrate that programming is a non-linear process Demonstrate incremental development Demonstrate model-driven development Demonstrate test-driven development Demonstrate responsibility-driven development Demonstrate refactoring Demonstrate how to find and handle errors Demonstrate how to use online documentation Demonstrate, demonstrate, demonstrate ... f!?!   !!!,! !*  ! $$!((! ,,!00! 44!88! <<!#! ! !   !! !!! !  !$$!((!(+    ?C  F    WW`   s *f"` w    Ha_ж_жf" ,0___PPT106___PPT9 ___PPTMac11  (namd Symbolff   ~.... for the systematic development of programs//!/ H  0޽h ? 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(namd Symbol ff     hnamd` Arial&Monotype Typography!!   (namd Symbol ff     hnamd` Arial&Monotype Typographyff    hnamd` Arial&Monotype Typography!!   (namd Symbol ff   T Jens Bennedsen & Michael E. Caspersen, Programming in Context  A Model-First Approach to CS1 , Proceedings of the thirty-fifth SIGCSE Technical Symposium on Computer Science Education, Norfolk, Virginia, USA, 2004, pp. 477-481. Jens Bennedsen & Michael E. Caspersen, Teaching Object-Oriented Programming  Towards Teaching a Systematic Programming Process , Proceedings of the Eighth Workshop on Pedagogies and Tools for the Teaching and Learning of Object-Oriented Concepts, 18th European Conference on Object-Oriented Programming, ECOOP 2004, Oslo, Norway, 2004. Jens Bennedsen & Michael E. Caspersen, Revealing the Programming Process , Proceedings of the thirty-sixth SIGCSE Technical Symposium on Computer Science Education, St. Louis, Missouri, USA, 2005, pp. 186-190. Jens Bennedsen & Michael E. Caspersen, Assessing Process and Product  A Practical Lab Exam for an Introductory Programming Course , Submitted for Frontiers in Education, FIE 2006, San Diego, USA, October 2006. Michael E. Caspersen, Teaching Object-Oriented Programming  Strategies, Principles, and Techniques, Progress Report, Department of Computer Science, University of Aarhus, 18 April 2005. 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