Avaliando a Construção do Conhecimento em Programação Através da Taxonomia SOLO
Resumo
Um dos grandes desafios no ensino de programação é avaliar o processo de construção deste conhecimento. Mecanismos de avaliação automática de programas avaliam o produto final gerado. Entretanto, o processo de construção envolve escolha de estruturas adequadas para implementar a solução do problema e revelam mais sobre o conhecimento do iniciante em programação. Neste trabalho, avaliamos o progresso dos alunos considerando a complexidade das respostas de seus exercícios utilizando um framework que estende a taxonomia SOLO através de blocos de construção dos programas. No estudo empírico realizado, exploramos a correlação entre o domínio das habilidades básicas de design e a avaliação automática dos programas.
Palavras-chave:
Programadores iniciantes, SOLO, Design de Código
Referências
Ala-Mutka, K. M. (2005). A survey of automated assessment approaches for program-ming assignments.Computer science education, 15(2):83–102.
Araújo, E., Gaudencio, M., Menezes, A., Ferreira, I., Ribeiro, I., Fagner, A., Ponciano, L., Morais, F., Guerrero, D., and Figueiredo, J. (2013). O papel do hábito de estudo no desempenho do aluno de programação.
Biggs, J., Collis, K., and Edward, A. (2014). Evaluating the Quality of Learning: The SOLO Taxonomy (Structure of the Observed Learning Outcome). Elsevier Science.
Cardell-Oliver, R. (2011). How can software metrics help novice programmers? In Proceedings of the Thirteenth Australasian Computing Education Conference - Volume 114, ACE ’11, page 55–62, AUS. Australian Computer Society, Inc
Costantini, U., Lonati, V., and Morpurgo, A. (2020). How plans occur in novices’ programs: A method to evaluate program-writing skills. In Proceedings of the 51st ACM Technical Symposium on Computer Science Education, SIGCSE ’20, page 852–858, New York, NY, USA. Association for Computing Machinery.
Douce, C., Livingstone, D., and Orwell, J. (2005). Automatic test-based assessment of programming: A review. J. Educ. Resour. Comput., 5(3):4–es.
Ihantola, P., Ahoniemi, T., Karavirta, V., and Seppal¨ a, O. (2010). Review of recent systems for automatic assessment of programming assignments. In Proceedings of the 10th Koli Calling International Conference on Computing Education Research, Koli Calling ’10, page 86–93, New York, NY, USA. Association for Computing Machinery.
Izu, C., Weerasinghe, A., and Pope, C. (2016). A study of code design skills in novice programmers using the solo taxonomy. In Proceedings of the 2016 ACM Conference
on International Computing Education Research, ICER ’16, page 251–259, New York, NY, USA. Association for Computing Machinery.
Jimoyiannis, A. (2011). Using solo taxonomy to explore students’ mental models of the programming variable and the assignment statement. Themes in Science and Technology Education, pages 53–74.
Lopez, M., Whalley, J., Robbins, P., and Lister, R. (2008). Relationships between reading, tracing and writing skills in introductory programming. ICER ’08, page 101–112, New York, NY, USA. Association for Computing Machinery.
Mengel, S. A. and Yerramilli, V. (1999). A case study of the static analysis of the quality of novice student programs. SIGCSE Bull., 31(1):78–82.
Polya, G. and Conway, J. (2004). How to Solve It: A New Aspect of Mathematical Method. Penguin mathematics. Princeton University Press.
Sheard, J., Carbone, A., Lister, R., Simon, B., Thompson, E., and Whalley, J. L. (2008). Going solo to assess novice programmers. In Proceedings of the 13th Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE ’08, page 209–213, New York, NY, USA. Association for Computing Machinery.
Shuhidan, S., Hamilton, M., and D’Souza, D. (2009). A taxonomic study of novice programming summative assessment. In Proceedings of the Eleventh Australasian
Conference on Computing Education - Volume 95, ACE ’09, page 147–156, AUS. Australian Computer Society, Inc.
Singh, R., Gulwani, S., and Solar-Lezama, A. (2013). Automated feedback generation for introductory programming assignments. SIGPLAN Not., 48(6):15–26.
Whalley, J., Clear, T., Robbins, P., and Thompson, E. (2011). Salient elements in novice solutions to code writing problems. In Proceedings of the Thirteenth Australasian Computing Education Conference - Volume 114, ACE ’11, page 37–46, AUS. Australian Computer Society, Inc.
Araújo, E., Gaudencio, M., Menezes, A., Ferreira, I., Ribeiro, I., Fagner, A., Ponciano, L., Morais, F., Guerrero, D., and Figueiredo, J. (2013). O papel do hábito de estudo no desempenho do aluno de programação.
Biggs, J., Collis, K., and Edward, A. (2014). Evaluating the Quality of Learning: The SOLO Taxonomy (Structure of the Observed Learning Outcome). Elsevier Science.
Cardell-Oliver, R. (2011). How can software metrics help novice programmers? In Proceedings of the Thirteenth Australasian Computing Education Conference - Volume 114, ACE ’11, page 55–62, AUS. Australian Computer Society, Inc
Costantini, U., Lonati, V., and Morpurgo, A. (2020). How plans occur in novices’ programs: A method to evaluate program-writing skills. In Proceedings of the 51st ACM Technical Symposium on Computer Science Education, SIGCSE ’20, page 852–858, New York, NY, USA. Association for Computing Machinery.
Douce, C., Livingstone, D., and Orwell, J. (2005). Automatic test-based assessment of programming: A review. J. Educ. Resour. Comput., 5(3):4–es.
Ihantola, P., Ahoniemi, T., Karavirta, V., and Seppal¨ a, O. (2010). Review of recent systems for automatic assessment of programming assignments. In Proceedings of the 10th Koli Calling International Conference on Computing Education Research, Koli Calling ’10, page 86–93, New York, NY, USA. Association for Computing Machinery.
Izu, C., Weerasinghe, A., and Pope, C. (2016). A study of code design skills in novice programmers using the solo taxonomy. In Proceedings of the 2016 ACM Conference
on International Computing Education Research, ICER ’16, page 251–259, New York, NY, USA. Association for Computing Machinery.
Jimoyiannis, A. (2011). Using solo taxonomy to explore students’ mental models of the programming variable and the assignment statement. Themes in Science and Technology Education, pages 53–74.
Lopez, M., Whalley, J., Robbins, P., and Lister, R. (2008). Relationships between reading, tracing and writing skills in introductory programming. ICER ’08, page 101–112, New York, NY, USA. Association for Computing Machinery.
Mengel, S. A. and Yerramilli, V. (1999). A case study of the static analysis of the quality of novice student programs. SIGCSE Bull., 31(1):78–82.
Polya, G. and Conway, J. (2004). How to Solve It: A New Aspect of Mathematical Method. Penguin mathematics. Princeton University Press.
Sheard, J., Carbone, A., Lister, R., Simon, B., Thompson, E., and Whalley, J. L. (2008). Going solo to assess novice programmers. In Proceedings of the 13th Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE ’08, page 209–213, New York, NY, USA. Association for Computing Machinery.
Shuhidan, S., Hamilton, M., and D’Souza, D. (2009). A taxonomic study of novice programming summative assessment. In Proceedings of the Eleventh Australasian
Conference on Computing Education - Volume 95, ACE ’09, page 147–156, AUS. Australian Computer Society, Inc.
Singh, R., Gulwani, S., and Solar-Lezama, A. (2013). Automated feedback generation for introductory programming assignments. SIGPLAN Not., 48(6):15–26.
Whalley, J., Clear, T., Robbins, P., and Thompson, E. (2011). Salient elements in novice solutions to code writing problems. In Proceedings of the Thirteenth Australasian Computing Education Conference - Volume 114, ACE ’11, page 37–46, AUS. Australian Computer Society, Inc.
Publicado
24/11/2020
Como Citar
ALMEIDA, André; ARAÚJO, Eliane; FIGUEIREDO, Jorge.
Avaliando a Construção do Conhecimento em Programação Através da Taxonomia SOLO. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 31. , 2020, Online.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2020
.
p. 1813-1822.
DOI: https://doi.org/10.5753/cbie.sbie.2020.1813.
