Information Technology Students' Changing Perceptions of Assessment Strategies during Pair Programming

Autor/inn/en	Hahn, Jan Hendrik; Mentz, Elsa; Meyer, Lukas
Titel	Information Technology Students' Changing Perceptions of Assessment Strategies during Pair Programming
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 16 (2012) 2, S.225-237 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/10288457.2012.10740741
Schlagwörter	Information Technology; Programming; Evaluation Methods; Statistical Analysis; Qualitative Research; Structured Interviews; Questionnaires; Preservice Teachers; Student Teachers; Educational Strategies; Student Teacher Attitudes; Attitude Change; Likert Scales; Self Evaluation (Individuals); Peer Evaluation; Facilitators (Individuals); Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Informationstechnologie; Programmierung; Statistische Analyse; Qualitative Forschung; Fragebogen; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrstrategie; Attitudinal change; Einstellungsänderung; Likert-Skala; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The aim of the research was to determine to what extent students' perceptions of assessment (peer, self, fascilitator and individual) in pair programming situations changed from the beginning to the end of a programming module. In order to achieve this aim, both quantitative and qualitative research methods were used. During the quantitative phase of the research, data was collected by means of a structured questionnaire and analysed statistically. In order to interpret the quantitative findings, qualitative data was collected by means of open-ended items on a questionnaire as well as through interviews. The sample consisted of 20 second year, pre-service student teachers who were majoring in Information Technology at a South African University. Eleven female and nine male students participated, aged 20 to 21 years. The study indicated that students' perceptions of assessment strategies during pair programming situations changed when a variety of strategies were implemented. Before the implementation of pair programming, students indicated that pair assessment methods were not as reliable as individual assessment methods. After having been exposed to different assessment strategies during pair programming, most of the students were in agreement that pair assessment methods could be as reliable as individual assessment methods. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01