What is the KAR List Snippet?
Also view these in the Kent Academic Repository
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.
Fuller, U. and Keim, B. (2007). Should we assess our students attitudes? in: Lister, R. ed. Seventh Baltic Sea Conference on Computing Education Research (Koli Calling 2007). Koli National Park, Finland: ACS, pp. 187-190.
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.