Information Technology Reference
In-Depth Information
These approaches, however, should make sense and be based on thought-
ful pedagogical considerations, and when appropriate, should be explained to
the pupils who take the exam. Another conclusion should increase students'
awareness of the fact that sometimes they can, unintentionally, convey dif-
ferent messages (either explicit or implicit) to pupils through their comments
written on pupils' exam papers.
Additional assessment-related issues that can be addressed in this context
are: Should teachers award points for the correct parts of a pupil's wrong
answer? Alternatively, when a mistake is observed, should teachers subtract
points from the total points allocated for a specific question? What is the
weight of each mistake? Should a teacher distinguish between logical mis-
takes, syntax mistakes, and programming style issues? Chapter 10 further
elaborates on these questions.
Table 6.2 Worksheet about the assessment of a pupil's answer in a test
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