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to assume that they deepen their familiarity with this curriculum. In countries,
where formal summative tests exist, this activity is an appropriate opportunity
to explore previous formal tests as part of the preparation of the prospective
teachers for their field work at schools. Second, while building the exam
questions, they should consider the notion of diversity (see Chap. 3) in order
to adopt the exam to a wider learner population that will take it.
Specifically, in this activity, the students work in pairs and construct a
course-summary exam together with its evaluation rubric. Then, the follow-
ing stages can take place:
1. Each pair exchanges its test with another pair and each student solves indi-
vidually the test that the pair received.
2. Each pair checks the exams of the two students with which they switched
the exams according to the valuation rubric it prepared.
3. Based on the exam evaluation, if needed, each pair updates the exam and
its evaluation rubric.
10.3
Project Assessment
One of the topics discussed in Chap. 8, which deals with lab-based teaching, is the
integration of software projects in CS education. Here, we explain the rationale for
project-based learning and concentrated on the actual mentoring process of soft-
ware projects developed by CS learners. Project evaluation is an additional impor-
tant issue that should be addressed in this context. Specifically, questions such as
the following ones should be considered: How should projects be evaluated? What
should be the nature of the evaluation? When should the evaluation take place?
How should software projects developed by teamwork be evaluated? How can proj-
ect evaluation enhance learners' understanding of CS?
Project evaluation is not a simple task and therefore, should be addressed in the
MTCS course. We mention that the focus of this chapter will be placed on the evalu-
ation of software projects. Clearly, nonsoftware projects can also support learning
processes of CS. See, for example, Activity 97 in Sect. 12.7 for a discussion about
the evaluation of nonsoftware projects.
In what follows, we first present several approaches for project evaluation. Then,
we suggest several activities related to project evaluation to be facilitated in the
MTCS course.
We address the evaluation of two kinds of projects: software projects developed
by individuals and software projects developed by teams.
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