EASEL: Evaluation of Algorithmic Skills in an Environment Learning
This paper attempts to explore a new method to
improve the teaching of algorithmic for beginners. It is well known
that algorithmic is a difficult field to teach for teacher and complex to
assimilate for learner. These difficulties are due to intrinsic
characteristics of this field and to the manner that teachers (the
majority) apprehend its bases. However, in a Technology Enhanced
Learning environment (TEL), assessment, which is important and
indispensable, is the most delicate phase to implement, for all
problems that generate (noise...). Our objective registers in the
confluence of these two axes. For this purpose, EASEL focused
essentially to elaborate an assessment approach of algorithmic
competences in a TEL environment. This approach consists in
modeling an algorithmic solution according to basic and elementary
operations which let learner draw his/her own step with all autonomy
and independently to any programming language. This approach
assures a trilateral assessment: summative, formative and diagnostic
assessment.
[1] Tomasz M├╝ldner and Elhadi Shakshuki, 2003. Teaching Student to
Implement Algorithms. Jodrey School of Computer Science, Acadia
University. TR-2003-03 November, 2003.
[2] Kaasboll, J.,2002. Learning Programming. University of Oslo.
[3] Caignaert C, 1988. ├ëtude de l-évolution des methods d-apprentissage et
de programmation. Le bulletin de l-EPI N┬░50, Juin 1988.
[4] Stuart Garner, 2003. "Where Parallels Intersect" Learning Resources
and Tools to Aid Novices Learn Programming. Informing Science
InSITE. Edith Cowan University, Perth, Australia.
[5] Ben-Ari M.,1998. Constructivism in Computer Science Education. ACM
IGCSE Bulletin, 30(1): pp.257-261.
[6] Dede, C., Salzman, M. C., Loftin, R. B., & Sprague, D. 1999.
Multisensory immersion as a modelling environment for learning
complex scientific concepts. In N. Roberts,W. Feurzeig, & B. Hunter
(Eds.), Computer modelling and simulation in science education (pp.
282-319). New York: Springer-Verlag.
[7] Katai, Z., Juhasz, K., & Adorjani, A. K . 2008. On the role of senses in
education. Computers & Education. 51(4), 1707-1717. Student
performance in traditional mode and online mode of learning.
[8] Guibert, N., Guittet, L., & Girard, P. 2005. Initiation à la Programmation
« par l-exemple »: concepts, environnement, et étude d-utilité. Acte de
colloque EIAH-05, Montpellier: 25-27 Mai, 461-466.
[9] Lorrie A. Shepard, 2000. The Role of Classroom Assessment in
Teaching and Learning. CSE Technical Report 517 CRESST. University
of Colorado at Boulder.
[10] Guillaume Durand, 2006. Vers une scénarisation de l-évaluation en
EIAH. L-évaluation comme activité scénarisable dans un dispositif de
scénarisation pédagogique. RJC-EIAH-2006.
[1] Tomasz M├╝ldner and Elhadi Shakshuki, 2003. Teaching Student to
Implement Algorithms. Jodrey School of Computer Science, Acadia
University. TR-2003-03 November, 2003.
[2] Kaasboll, J.,2002. Learning Programming. University of Oslo.
[3] Caignaert C, 1988. ├ëtude de l-évolution des methods d-apprentissage et
de programmation. Le bulletin de l-EPI N┬░50, Juin 1988.
[4] Stuart Garner, 2003. "Where Parallels Intersect" Learning Resources
and Tools to Aid Novices Learn Programming. Informing Science
InSITE. Edith Cowan University, Perth, Australia.
[5] Ben-Ari M.,1998. Constructivism in Computer Science Education. ACM
IGCSE Bulletin, 30(1): pp.257-261.
[6] Dede, C., Salzman, M. C., Loftin, R. B., & Sprague, D. 1999.
Multisensory immersion as a modelling environment for learning
complex scientific concepts. In N. Roberts,W. Feurzeig, & B. Hunter
(Eds.), Computer modelling and simulation in science education (pp.
282-319). New York: Springer-Verlag.
[7] Katai, Z., Juhasz, K., & Adorjani, A. K . 2008. On the role of senses in
education. Computers & Education. 51(4), 1707-1717. Student
performance in traditional mode and online mode of learning.
[8] Guibert, N., Guittet, L., & Girard, P. 2005. Initiation à la Programmation
« par l-exemple »: concepts, environnement, et étude d-utilité. Acte de
colloque EIAH-05, Montpellier: 25-27 Mai, 461-466.
[9] Lorrie A. Shepard, 2000. The Role of Classroom Assessment in
Teaching and Learning. CSE Technical Report 517 CRESST. University
of Colorado at Boulder.
[10] Guillaume Durand, 2006. Vers une scénarisation de l-évaluation en
EIAH. L-évaluation comme activité scénarisable dans un dispositif de
scénarisation pédagogique. RJC-EIAH-2006.
@article{"International Journal of Information, Control and Computer Sciences:61100", author = "A. Bey and T. Bensebaa and H. Benselem", title = "EASEL: Evaluation of Algorithmic Skills in an Environment Learning", abstract = "This paper attempts to explore a new method to
improve the teaching of algorithmic for beginners. It is well known
that algorithmic is a difficult field to teach for teacher and complex to
assimilate for learner. These difficulties are due to intrinsic
characteristics of this field and to the manner that teachers (the
majority) apprehend its bases. However, in a Technology Enhanced
Learning environment (TEL), assessment, which is important and
indispensable, is the most delicate phase to implement, for all
problems that generate (noise...). Our objective registers in the
confluence of these two axes. For this purpose, EASEL focused
essentially to elaborate an assessment approach of algorithmic
competences in a TEL environment. This approach consists in
modeling an algorithmic solution according to basic and elementary
operations which let learner draw his/her own step with all autonomy
and independently to any programming language. This approach
assures a trilateral assessment: summative, formative and diagnostic
assessment.", keywords = "Algorithmic, assessment of competences,Technology Enhanced Learning (TEL).", volume = "4", number = "6", pages = "1097-4", }