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27 results

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  • 14 - Assessment and Plagiarism

  • from Systemic Issues
  • Edited by Sally A. Fincher, University of Kent, Canterbury, Anthony V. Robins, University of Otago, New Zealand
  • Book:
    The Cambridge Handbook of Computing Education Research
    Published online:
    15 February 2019
    Print publication:
    21 February 2019, pp 414-444

  • Summary

    This chapter consolidates findings on student assessment, plagiarism and academic misconduct of interest to computing researchers and instructors. This builds on the literature recommendation that savvy assessment design can reduce the opportunities for student plagiarism. Despite this recommendation, it is uncommon for assessment research and plagiarism research to be considered on an equal footing. Computing courses are unusual in that they include both technical situations, such as computer programming classes, alongside more general activity, such as writing reports. This requires instructors to use of a diverse range of assessments. Many traditional assessment practices are susceptible to plagiarism and cheating, including contract cheating, the behaviour where students engage a third party to complete their assessments for them. The chapter provides practical suggestions for designing robust assessments and promoting academic integrity. It also identifies technical solutions that can be deployed to reduce the threat of academic misconduct. The chapter concludes by exploring opportunities for future computing research in the assessment and plagiarism areas.

  • 0 - An Important and Timely Field

  • Edited by Sally A. Fincher, University of Kent, Canterbury, Anthony V. Robins, University of Otago, New Zealand
  • Book:
    The Cambridge Handbook of Computing Education Research
    Published online:
    15 February 2019
    Print publication:
    21 February 2019, pp 1-8

  • Summary

    This chapter is an introduction to the Handbook of Computing Education Research. It argues that computing education is an important field, due to the growing impact of computing in society and the workforce, and a timely field, as computing topics make their way into school curricula around the world. It discusses the organisation of the book, introducing the sections (and the themes running through the sections). The Foundations section serves a "textbook" function, intended to set our field in context, and to be a practical guide for new researchers. The Topics section contains chapters which explore the “state of the art”, illustrating the kind of problems that researchers trying to address, and why they matter. The chapter concludes with a discussion of the open and collaborative process by which the Handbook was written. The editors hope that the Handbook will serve as a useful resource for some time to come, as instruction for the novice, a guide for the curious, and a companion for the experienced.

  • 9 - Cognitive Sciences for Computing Education

  • from Part II - Foundations
  • Edited by Sally A. Fincher, University of Kent, Canterbury, Anthony V. Robins, University of Otago, New Zealand
  • Book:
    The Cambridge Handbook of Computing Education Research
    Published online:
    15 February 2019
    Print publication:
    21 February 2019, pp 231-275

  • Summary

    Computing education research (CEdR) has developed within the context of the broader disciplines of cognitive science and education. This chapter is an introduction to cognitive science for computing education researchers. Cognitive science is typically defined as the interdisciplinary study of the mind and its processes. The disciplines usually included within its scope include philosophy, neuroscience, psychology, anthropology, linguistics, and artificial intelligence. Methodologically, CEdR shares the tools and methods of enquiry employed within these disciplines: empirically, CEdR has been guided and influenced by what we know about human cognition and learning: theoretically, CEdR has adopted paradigms such as cognitivism and constructivism. This chapter provides an introduction to topics in human cognition such as perception, attention, learning, memory, reasoning, problem solving, the transfer of learning, and cognitive load. It also describes the levels of analysis which are often used to organise explanations in the cognitive sciences.

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