Dagstuhl Seminar Poster: Critiquing CS Assessment from a CS for All Lens
Today’s the last day of the Dagstuhl Seminar I’ve been attending on Assessing Learning In Introductory Computer Science (see seminar description here). We all presented posters about the theme, and I presented a poster where I critiqued CS assessment from a CS for All Lens (see Slideshare link).
Not everyone who learns CS is going to want to be a software engineer. Then why teach them CS? And how would you teach them, if the goal is not for students to develop software to professional standards? That’s what my new book is about.
If we have different learning outcomes, assessment has to change, too. I argue that we have to consider what the learner wants to do and wants to be (i.e., their desired Community of Practice) when assessing learning. Different CoP, different outcomes, different assessments.
I learned a lot from this seminar. I was in a great breakout group that came up with shared definitions of a notional machine and student misconceptions, and defined a research agenda for understanding student misconceptions. In a breakout group on conveying social and professional practice (bottom line for me: I’m not sure that we can or should in school), Andy Ko taught me a whole new way of thinking about MOOCs, about the positive role that they can play in society. The whole week has me thinking more about adult learning and how we support lifelong development. I have plans to write blog posts about these themes in future weeks. But first, a long trip home.