Abstract
Nowadays, learning and teaching outcomes are defined predominantly by target competencies. In order to assess learning outcomes, properly defined and empirically validated competency models are required. For object-oriented programming, such models have not been brought forward up to now. Aiming to develop a competency structure and level model for this field, we have examined the structural knowledge of programming novices to derive its potential dimensions. The results suggest 6 dimensions. Additionally, we propose difficulty levels for two of these dimensions based on the SOLO taxonomy. The empirical validation of these dimensions and their levels is subject to further investigations.
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Mühling, A., Hubwieser, P., Berges, M. (2015). Dimensions of Programming Knowledge. In: Brodnik, A., Vahrenhold, J. (eds) Informatics in Schools. Curricula, Competences, and Competitions. ISSEP 2015. Lecture Notes in Computer Science(), vol 9378. Springer, Cham. https://doi.org/10.1007/978-3-319-25396-1_4
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DOI: https://doi.org/10.1007/978-3-319-25396-1_4
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