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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.
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.