Assessment - Guide to Teaching Computer Science: An Activity-Based Approach - page 185

In what follows, we relate to tools that can be seen as summative assessment
tools, and focus on how to use them to achieve learning targets as well. We do not
discuss the automated programming assessment since it does not address the quality
of programming and programming style.

10.2 Tests

Tests can be administrated in different forms and settings. For example, tests can
take place in the computer lab. In this section, however, we focus on written tests
which take place in the classroom. This process of test handling is based on several
steps:

1. The teacher constructs the test and the test evaluation rubric.
2. Students take the exam.
3. The teacher evaluates the test.
4. The teacher returns the tests to learners.

Since steps 2 and 4 are more general and basically, are similar to those performed
in other subject matters, Activities 81 and 82, focus on steps 1 and 3.

Activity 81: Test Construction
It is recommended to facilitate this activity after different types of questions
in CS education (Chap. 9) have been discussed. The instructor of the MTCS
course can choose any CS topic to focus on in this activity according to his or
her pedagogical preferences, the topics addressed so far in the MTCS course,
and the relevant high school curriculum.
• Stage A: First experience in test construction, individual work
In this trigger, the students are asked to construct a test about a CS topic.
The instructor can specify the stage in which the test takes place (that is,
during the learning process of the said topic, at the end of this learning
process, etc.) or to leave it open for the students to decide. The idea is to
let the students start sensing the variety of topics that a teacher should con-
sider while building a test. Therefore, the students should not necessarily
finish the task and the instructor can proceed to the next stage when he or
she recognizes that the students have gained enough experience that will
enable them to discuss meaningfully the process of test construction.
• Stage B: Topics to be considered in the process of test construction, class
discussion
Based on the experience the students have gained in Stage A, a class dis-
cussion takes place about the topics that a teacher should address when he
or she constructs a test. The instructor should make sure that the following
topics are mentioned in this discussion: the targets of the test, the structure
of the test, learners level, types of questions, questions of different com-
plexity levels, organization of the questions in the test, and the grading