An evaluation of cooperative and peer learning in a Computer Programming course: an experience report
Abstract
Objective: To present a disruptive model for assessing learning in the Computer Programming discipline. Method: Based on Vygotsky's concept of the Zone of Proximal Development and Freinet's Cooperative Pedagogy, an iterative assessment model was developed, where students cooperatively correct their tests, having the opportunity to review and reconstruct the codes, when necessary. The explicit intentionality promoted in the form of assessment is capable of transforming the teacher's reading of the results and reality, providing support for reflection on the evidence to build new learning paths. Results: The model was applied in 4 first-semester classes of a Computer Science course at a public university in Rio de Janeiro. Feedback from the students' self-assessments provides evidence that they recognized a great improvement in terms of learning and retention of content in the discipline. In addition, it was possible to generate a space for complementary learning among students, reducing unhealthy competition. The model allowed the pair to join forces to solve common problems, and provided an opportunity to re-read the problem with a critical eye on the solution initially proposed. Furthermore, the students recognized that the first version of the solution is not always the best. Discussion: A relevant implication observed in the results was that the iterative model based on cooperation was also configured as an assessment for learning, an approach in which the student learns during the process of taking the test. In addition, there was evidence that, given the dialogic opportunities of the test in pairs, the students emancipated themselves together, through cooperation and dialogue, appropriating the content learned, and overcoming the competition.
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