The Development of a Guideline in Assessing Students’ Creation Video-Based Project in Programming Subject
Abstract
Currently, many video-based assessments of students’ practical and clinical works in several subjects, especially in the medical field, have been widely studied. However, studies that focus on such assessments of student learning of programming subject are seriously lacking. To make matters worse, there are no guidelines for teachers to implement such an assessment. Premised in this context, this research was conducted to develop a guideline for assessing students’ video-based creation in programming subject. This study was based on a qualitative methodology comprising two phases. In the first phase, a structured interview involving ten computer science (ASK) teachers, who were randomly selected from a Malaysian public school, was carried out to help determine the essential components and subcomponents of the guideline. The results of the first phase were reviewed and refined during the second phase, which involved a focus-group discussion with seven experts from four relevant fields: computer science, information technology education and assessment, educational technology, and assessment, and multimedia. The five previously identified components were validated based on their expert judgement, and a number of new subcomponents were also identified, bringing the total number of subcomponents for the proposed implementation guideline up to 21. In practical terms, programming teachers can utilise this new guideline to evaluate their students' learning performance in programming subject based on their video creations in programming classes.
https://doi.org/10.26803/ijlter.21.9.16
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