Conference Paper

Aligning Competence Hierarchies with Bloom's Taxonomies: Changing the focus for computing education

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We distinguish between cognitive competence, captured in Bloom et al.'s cognitive taxonomy, and operational competence, expressed in Simpson's hierarchy. We argue that the skills gap observed by employers can be addressed by designing computing degrees that focus on developing competence rather than on knowledge.

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... Observation → Trial → Repetition → →Refinement → Consolidation → Mastery The fundamental implication of this expression of the psychomotor learning model is that repeated practice is necessary to attain the desired goal of developing competency. Its basis was the repeated practice aspect that Bowers et al. [23] proposed Simpson's psychomotor learning model as an alternative to Bloom's cognitive learning model for the development of competency in computing degree programs. ...
... Simpson's and Miller's hierarchies both imply repeated practice to achieve the higher levels. Bowers [23] argues that it is possible to address the skills gap observed by employers by pivoting from "cognitive competence" captured in Bloom's taxonomy to "operational competence" expressed through Simpson's hierarchy [108]. Assessment of skill development requires some framework that captures the skills needed in a structured manner. ...
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Conference Paper
The problem of how best to assess student learning is a fundamental one in education. Changes to computer science curricula seek to emphasise teaching practices that promote deep learning through direct, contextual examination of student performance on tasks that resemble those of practitioners, rather than more traditional methods. This kind of "authentic assessment" is becoming more popular as it appears to incorporate employability skills associated with professional practice into the curriculum in a natural way. In this paper, we report on an investigation into how computing students themselves understand the terminology of authentic assessment. We give a brief summary of some of the salient points of the theory before using a simple qualitative methodology to analyse responses from a cohort of first year students on their understanding of the term. We produce a learner characterisation of the concept and compare this to those found in educational models of this assessment approach. We comment on the similarities and differences that emerge and draw inferences about its use and the necessary scaffolding that should accompany it in order for it to be successful.
Assessing student learning in the practice setting is one of the most sophisticated and complex forms of evaluation undertaken by registered nurses. The Nursing and Midwifery Council sets standards relating to learning and assessment in practice, focusing on professional values, communication and interpersonal skills, nursing practice, decision making, leadership, management and teamworking. Assessment needs to include evaluation of skill (technical, psychomotor and interpersonal), attitudes and insights, and reasoning. As assessment of student learning is conducted in the practice setting, risks have to be managed, and targets and service standards met. Therefore, it is understandable that mentors may express doubts about their ability to assess student learning rigorously and fairly. It is particularly challenging for mentors to state confidently what represents a demonstration of learning and competence when asked to decide whether a student is fit to practise.
No abstract available. (C) 1990 Association of American Medical Colleges
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