Evaluation as a Continuous Improvement Process in the Learning of Programming Languages

Abstract

Learning a programming language requires a great deal of effort in both the theoretical and practical domains. As far as theory is concerned, a knowledge of the methods, concepts, attributes that are characteristic of the language as well an understanding of the its specific structures and peculiarities is required. On the other hand, mastering the theoretical concepts is not enough as it is necessary to be able to apply them optimally, efficiently and effectively. To adapt the teaching to those aspects that require the most attention, the weaknesses shown by the students must be identified. An exhaustive analysis of their performance – which should go beyond a mere numerical assessment – is required to focus the teaching efforts on those areas where needs are greater. Consequently, to assess the theoretical knowledge a statistical analysis from the results of the theoretical test conducted will be shown (multiple-choice type test) where the analysis is not confined to the number of wrong answers but looks at where they occur and in what percentage. As far as the practical part, a rubric has been designed to exhaustively correct the assignments, which also allows for the introduction of such remarks as are deemed necessary regarding all points of interest.