Assessing evolving conceptual knowledge in software engineering students

Kevin Gary, Yegeneswari Nagappan, Supreet Verma, Russell Branaghan

Research output: Chapter in Book/Report/Conference proceedingConference contribution

1 Scopus citations

Abstract

Is it more important to "collect more knowledge" or to gain an understanding of how concepts relate so that a sustainable learning structure is formed? Active learning proponents would suggest it is more important to create a durable conceptual foundation by which new experiences are assimilated to grow the personal knowledge base in an orderly, well-formed way. But how can one assess that this is happening? In our project-centric courses we have adopted concept maps as a technique for evaluating the evolution of student understanding of conceptual knowledge in software engineering. This paper motivates the application of this existing technique in software engineering education, and presents a concept mapping assessment protocol based on a unique expert ranking process. An instance of the protocol implementation with results is presented and preliminary conclusions drawn.

Original languageEnglish (US)
Title of host publication119th ASEE Annual Conference and Exposition
PublisherAmerican Society for Engineering Education
ISBN (Print)9780878232413
StatePublished - 2012
Event119th ASEE Annual Conference and Exposition - San Antonio, TX, United States
Duration: Jun 10 2012Jun 13 2012

Other

Other119th ASEE Annual Conference and Exposition
CountryUnited States
CitySan Antonio, TX
Period6/10/126/13/12

ASJC Scopus subject areas

  • Engineering(all)

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    Gary, K., Nagappan, Y., Verma, S., & Branaghan, R. (2012). Assessing evolving conceptual knowledge in software engineering students. In 119th ASEE Annual Conference and Exposition American Society for Engineering Education.