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Fuller, U. et al. (2007). Developing a Computer Science-specific Learning Taxonomy. ACM SIGCSE Bulletin [Online] 39:152-170. Available at: http://dx.doi.org/10.1145/1345375.1345438.
Bloom's taxonomy of the cognitive domain and the SOLO taxonomy are being increasingly widely used in the design and assessment of courses, but there are some drawbacks to their use in computer science. This paper reviews the literature on educational taxonomies and their use in computer science education, identifies some of the problems that arise, proposes a new taxonomy and discusses how this can be used in application-oriented courses such as programming.
Conference or workshop item
Fuller, U. and Keim, B. (2008). Assessing students' practice of professional values. in: ITiCSE '08: Proceedings of the 13th annual conference on Innovation and technology in computer science education. Madrid, Spain: ACM, pp. 88-92. Available at: http://dx.doi.org/10.1145/1384271.1384296.
This paper challenges the traditional approach to assessment in computing courses that restricts it to the cognitive domain and does not seek to measure attitudes and values. It identifies the role of professional values in the computing curriculum and presents examples of assessment related to some important professional characteristics. It then explores how assessment in the affective domain can help to improve our students' acquisition of professional values and constructive alignment between learning outcomes and assessment tasks. Finally, it considers the ethical issues raised by the assessment of values.
Johnson, C. and Fuller, U. (2007). Is Bloom's Taxonomy Appropriate for Computer Science? in: Berglund, A. and Wiggberg, M. eds. Proceedings of the Sixth Baltic Sea Conference on Computing Education Research. Uppsala University, pp. 120-123.
Bloom's taxonomy attempts to provide a set of levels of cognitive engagement with material being learned. It is usually presented as a generic framework. In this paper we outline some studies which examine whether the taxonomy is appropriate for computing, and how its application in computing might differ from its application elsewhere. We place this in the context of ongoing debates concerning graduateness and attempts to benchmark the content of a computing degree.