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  •   Open Research
  • AUT Faculties
  • Faculty of Design and Creative Technologies (Te Ara Auaha)
  • School of Engineering, Computer and Mathematical Sciences - Te Kura Mātai Pūhanga, Rorohiko, Pāngarau
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Introductory programming and educational performance indicators - a mismatch

Clear, AL
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2014ITx_22_CITRENZ_Clear_40.pdf (762.2Kb)
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http://hdl.handle.net/10292/7901
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Abstract
Introductory programming courses are known worldwide to pose challenges for both students and educators. A recent meta-review of research in the area has indicated something in the order of a sixty six percent pass rate globally. Yet the New Zealand Government has asked institutions to set high and increasing targets as a goal for student pass rates in its educational performance indicators. Increasingly these metrics are being used to shape the behaviour and educational outcomes sought from educational institutions, with the threat of penalties by way of loss of funding for supposedly “poorly performing courses”. Yet while focused at the institutional level, how do these indicators really meet the needs of all the stakeholders in the tertiary education system? To what extent do they distort and create incentives for perverse behaviours? This review assesses the dilemmas such measurement systems pose to educators using the case of introductory programming as an example.
Keywords
Introductory programming; CS1; Educational performance indicators; Performativity; Assessment
Date
October 8, 2014
Source
4th Annual Conference of Computing and Information Technology Research and Education (CITRENZ2014) held at Rendezvous Hotel, Auckland, 2014-10-08 to 2014-10-10, published in: Proceedings of ITx New Zealand's Conference of IT, pp.123 - 128
Item Type
Conference Contribution
Publisher
Computing and Information Technology Research and Education New Zealand (CITRENZ)
Publisher's Version
http://www.citrenz.ac.nz/conferences/2014/pdf/2014ITx_22_CITRENZ_Clear_40.pdf
Rights Statement
The conference and these proceedings are an output of CITRENZ. CITRENZ asserts copyright for these proceedings as a collection, individual works remain copyright of the authors and their institutions.

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