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22 results

Page 1 of 2

  • 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.

  • 4 - A Study Design Process

  • 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 81-101

  • Summary

    Designing empirical studies can seem like black magic—powerful but inexplicable. However, far from being magic, study design is like other kinds of design, involving iterative ideation, prototyping, critique, at both large and small scales, eventually converging toward a design that can successfully answer a research question. This chapter discusses the arc of this design process, beginning with strategies for identifying research questions through theory, literature review, and experience; iterative approaches to evaluating a research question’s soundness, importance, and novelty; brainstorming methods for answering a question that are feasible, valid, and ethical; and forms for describing study designs that ensure a coherent thread of argumentation from the first sentence of an introduction through a plan for analyzing data. Throughout, the chapter gives pointers on the specific challenges of designing studies of learning and teaching about computing.

  • 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.

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