Student-oriented Examination in a Computer Architecture Course
9th Annual Conference on Innovation and Technology in Computer Science Education, Leeds, UK, June 28-30, 2004, pp 245.
Learning is a highly individual process. Some prefer learning by reading the course material, others learn best by listening to a lecture, while some like to learn in a trial-and-error way by themselves in a laboratory assignment. A good learning scheme is individual. A scheme that is good for some persons might not at all be good scheme for someone else. It is important to understand your own personal way to learn, but also when organizing a course individual learning alternatives should be acknowledged.
Examination in a course can be seen as a test occasion or as a learning occasion. Traditionally, examination has been an occasion where knowledge is tested. Written exams can be used to test the theory and laboratory work to test practical aspects of the course material. For laboratory work the distinction between learning and test of learning is somewhat unclear. The learning and the test of learning are mixed. However, in general, examination can be seen as an occasion to learn and/or to test knowledge. We have, in a Computer Architecture course, taken the view that (1) learning is an individual process, and (2) that examination is a learning occasion. The consequence of our view (1)+(2) is basically that examination should be individual, or student-oriented. Alternatives to traditional examination is also supported when taking gender, cultural, and age perspectives. We therefore developed two examination tracks where the students in the beginning of the course decided what track to follow. Common for both tracks is that credits are given that can be counted for in the written exam.
|ITCSE04.pdf||Adobe Acrobat portable document|
[LL04] Erik Larsson, Anders Larsson, "Student-oriented Examination in a Computer Architecture Course", 9th Annual Conference on Innovation and Technology in Computer Science Education, Leeds, UK, June 28-30, 2004, pp 245.