Effective Evaluation of the Non-Technical Skills in the Computing Discipline

Danaher, Maurice; Schoepp, Kevin; Kranov, Ashely Ater

doi:10.28945/4181

Cited by 7 publications

(4 citation statements)

References 10 publications

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“…Some studies also mention portfolio as an effective evidence for SOs [8,27]. Article [54,55], presents Computing Professional Skills Assessment (CSPA) tool, developed at Zyed University, to assess professional skills. Further, the CQI process must follow close loop concept by developing the action plans to ensure that the desired changes are incorporated at all levels.…”

Section: Continuous Quality Improvementmentioning

confidence: 99%

Implementing Fuzzy AHP and FUCOM to evaluate critical success factors for sustained academic quality assurance and ABET accreditation

Ahmad¹,

Qahmash²

2020

PLoS ONE

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The Accreditation Board for Engineering and Technology (ABET) accredits the tertiary education programs in the areas of applied and natural science, computing, engineering, and engineering technology. ABET offers accreditation in the United States and other regions in the world that lack such entities such as Gulf Cooperative Counties (GCC). Though ABET accreditation is voluntary, graduates of the ABET-accredited programs are considered equivalent in knowledge, behaviors, and attitude with global standards. The process of ABET accreditation takes months or years depending upon the gap with readiness and resources. The objective of this study is to compile and prioritize the list of critical success factors (CSFs) to commit resources optimally for sustained academic quality assurance and ABET accreditation. The triangulation research designed has been employed. Firstly, the observation of the ABET accreditation process of multiple programs at King Khalid University (KKU) helped in identifying 11 CSFs in three categories namely Program design and execution, Quality culture and excellence, and Institutional infrastructure and support. Further, these CSFs have been explored in the literature in the area of ABET accreditation. Finally, the research employs a fuzzy analytical hierarchy process (Fuzzy AHP) and full consistency method (FUCOM) to rank the relative importance of these CSFs and their dimensions for sustained academic quality assurance and ABET accreditation. The incorporation of these CSFs will help institutions in the GCC and other regions to get their academic programs ABET-accredited in an optimal manner.

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Section: Continuous Quality Improvementmentioning

confidence: 99%

Implementing Fuzzy AHP and FUCOM to evaluate critical success factors for sustained academic quality assurance and ABET accreditation

Ahmad¹,

Qahmash²

2020

PLoS ONE

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“…Using the PLR, we could visualize the overall changes in the learners' progress in each learning item, as shown in Figures 3 and 4. In some studies (Danaher et al, 2019;Grover et al, 2018), the overall results are plotted in graphical form. Other visualization systems for rubric-based assessment (Villamañe et al, 2016) confirm the usefulness of rubrics for visualizing learning effects.…”

Section: Rq2: Can the Proposed Rubric Evaluate And Visualize The Learning Effects?mentioning

confidence: 99%

Rubric for Measuring and Visualizing the Effects of Learning Computer Programming for Elementary School Students

et al. 2020

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Aim/Purpose: Although many computer science measures have been proposed, visualizing individual students’ capabilities is difficult, as those measures often rely on specific tools and methods or are not graded. To solve these problems, we propose a rubric for measuring and visualizing the effects of learning computer programming for elementary school students enrolled in computer science education (CSE), which is independent of the programming language being used. Background: In this research, we proposed a rubric based on existing CSE standards and criteria having a programming education-learning goal. We then applied this rubric to actual lessons to visualize the educational effects. Methodology: The proposed new rubric for teaching computer programming, based on existing standards and criteria, was applied to fourth- and sixth-grade students in Japan. We assessed which skills were cultivated through quizzes before and after the teaching. Contribution: This paper contributes on how to make and utilize a rubric for programming education in computer science. We evaluated and visualized the proposed rubric’s learning effects on children and found that our proposed rubrics are independent of any particular method or tool. Findings: The results of this survey are twofold: (1) we proposed a rubric of programming education in computer science, independent of the programming tools used and (2) we succeeded in visualizing students’ learning stages by applying the proposed rubric to programming education conducted in a Japanese elementary school. Recommendations for Practitioners: Evaluating educational effects in CSE is important. In particular, graded assessments of learner abilities can reveal individual characteristics. This research is useful for assessing CSE because it focuses specifically on programming education. Recommendation for Researchers: The rubric’s suggestions and quality improvements in CSE help learners assess their learning progress and will clarify the cultivated computer science skills. Impact on Society: This research evaluates CSE based on a rubric in the programming education field. Future Research: Future work is needed to improve the proposed rubric’s quality and relevance. Also, this rubric should be applied to many classes to increase the number of evaluations and analyses.

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“…With the continuous development of science and technology, Internet information technology, automation technology, and intelligent technology are widely used in various fields, which brings great convenience to people's lives and work [1][2][3]. At the same time, the field of education also plays an extremely important role as a teaching aid, teaching methods, etc., to make teaching activities more efficient [4][5][6]. In addition, the context of online education on the Internet has brought more possibilities to the reform of university Japanese teaching, and by taking advantage of the advantages of online education on the Internet, teachers can establish a diversified, all-round, and systematic college Japanese teaching model from the aspects of teaching mode, educational resources, teaching methods, and teaching evaluation, which can improve students' enthusiasm for classroom participation, and also improve teaching efficiency and Xi quality [7][8][9].…”

Section: Introductionmentioning

confidence: 99%

Research on Precision Teaching Reform of Japanese Language Education in Colleges and Universities Based on the CRS Model

Zhao

2024

Applied Mathematics and Nonlinear Sciences

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The traditional Japanese language teaching method is challenging to mobilize students’ enthusiasm, and it is impossible to objectively understand students’ mastery of knowledge points. To address this teaching problem, this paper combines the CRS model with K-Means cluster analysis to construct a precise teaching model for teaching Japanese language in colleges and universities based on the CRS model. Through the CRS model to obtain the students’ mastery of knowledge and differentiated data, the K-Means algorithm is used to analyze the teaching model accurately, so Japanese teachers can make timely adjustments to the classroom teaching situation and improve the quality of teaching. After the model design was completed, a controlled teaching experiment was conducted in two colleges and universities in a province, and an independent square root t-test was performed. The ratio of teachers’ verbal behavior in the experimental class of Japanese language in colleges and universities was 71.58%, which was 18.86% lower than the ratio of teachers’ verbal behavior in the classroom of the control case, and the ratio of students’ verbal behavior was 21.58%, which was 18.36% higher. The average probability of students’ mastery of the Japanese language points studied in the semester was above 0.6. The independent square root t-test for the two classes was less than 0.05, showing a significant difference.

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Effective Evaluation of the Non-Technical Skills in the Computing Discipline

Cited by 7 publications

References 10 publications

Implementing Fuzzy AHP and FUCOM to evaluate critical success factors for sustained academic quality assurance and ABET accreditation

Implementing Fuzzy AHP and FUCOM to evaluate critical success factors for sustained academic quality assurance and ABET accreditation

Rubric for Measuring and Visualizing the Effects of Learning Computer Programming for Elementary School Students

Research on Precision Teaching Reform of Japanese Language Education in Colleges and Universities Based on the CRS Model

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