Framework for Evaluating Learning from Computer Programming Courses: Problem Solving in an Introductory Computer Science Course
Most computer science programs at various universities offer courses in problem solving which are generally taken by the student in the first year. The student learns problem solving methodology which includes problem definition, analysis, design, and documentation. Although a student is graded/evaluated in each course, it may not reflect the student’s success potential in a real work environment. What is lacking is standards for various components of problem solving methodology.
Standards will offer a framework for evaluation of students’ real learning by setting measurable goals. The standards should be flexible enough to be updated and modified as technology advances in software and hardware design methodology and as new philosophies evolve. The flexibility will keep the methodology dynamic and commensurate with the state-of-the-art and/or the state-of-the-practice.
This paper presents a model for such standards and framework for a methodology for problem solving that includes problem definition, analysis, design and documentation.
KeywordsTatement Statement Student Record External File Structure Chart Algorithmic Language
Unable to display preview. Download preview PDF.
- “Computer Science for Second Schools: Course Context”, 1985, Communications of the ACM, 28, March 1985.Google Scholar
- Behforooz, A., and Sharma, O. P., 1986, An Intro to Computer Science, Prentice-Hall, Inc., Englewood Cliffs, New Jersey.Google Scholar
- Meek, B., and Heath, P., 1980, Guide to Good Programming Practice, Ellis Horwood Limited, West Sussex, England.Google Scholar
- Orr, K. T., 1977, Structured Systems Development, Yourdon Press, New York.Google Scholar
- Ransom, A. W., 1984, Pseudocode, (unpublished report).Google Scholar
- Salimi, A., 1984, An Algorithmic Language (AL), (unpublished report).Google Scholar