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Exercises and Evaluation

Exercises and Evaluation
Contributors (1)
Published
Apr 02, 2019

For most of the above-mentioned chapters we provide an assignment that students individually work on and hand in online. Each assignment typically comprises of a series of tasks that include formulating responses to discussion items on the basis of online research, reading scientific articles, conducting interviews and/or doing some practical work such as designing an infographic, conceptualising a user interface, or play a learning game. Each assignment ends with an task in which students are asked to reflect on their learning outcomes. To facilitate the assignments, we use a format we developed over the last few years (e.g. see Luckner and Purgathofer 2015) that allows students to choose from multiple alternative exercises across the course, staged sequences of tasks and double blind peer reviewing among students as a way to learn how to offer and appreciate criticism. The evaluation of the work handed in by students individually as well as the quality of reviews they write makes up for 65% of their final grade.

The double blind peer reviewing aspect of their evaluation can also be seen as a constructive alignment (Biggs 1996), with the Ways of Thinking in Informatics. One of the learning outcomes is the critical reflec- tion of students’ own practice; they write and receive reviews that critically reflect on their own and other student’s work; and we practice critcial reflection during the lectures based on their input within the best and worst of informatics format.

The remaining 35% of their grade comes from the evaluation of a group work project where students analyse and discuss a speculative video about technology (eg. »uninvited guests«) from the different perspectives offered by the course. Each member of a team of three or four students selects one of the main chapters of the course and discusses the content of the video through the the chosen way of thinking. We support this by offering a number of lead questions for each chapter. The group then meets, debates commonalities and conflicts between the different perspectives, and documents the individual perspectives as well as the outcome of the discussion in a common paper. This paper is handed in, graded, and discussed with a tutor in a brief meeting.

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