Jul 2026· Annual Conference on Innovation and Technology in Computer Science Education· pp. 625-631· 0 citations· 28 references
Computer Science
TL;DR
Perceptions of skills-based evaluation in an introductory (CS0) course for non majors are assessed; teaching assistants were generally positive towards the methodology's impact on students, though opinions were largely split on the impact on workload.
Abstract
Skills-based evaluation is an alternative evaluation model that is a variation of both mastery and specifications grading. Students are evaluated on the set of skills they have demonstrably acquired over the duration of a course and the level at which they are able to demonstrate those skills. This is in opposition to traditional models which evaluate performance at fixed time points. A growing body of research suggests that such alternative evaluation models are more equitable, motivating, and efficacious for students. However, adoption remains limited in part due to concerns about student acceptance, perceived lack of rigour, and the potential increase in workload due to repeated assessments. In this study, we assess perceptions of skills-based evaluation in an introductory (CS0) course for non majors. A total of 248 students and 7 teaching assistants responded to survey prompts addressing their experience of the efficacy, psychological impact, and workload when compared to traditional grading. Participants also provided open-ended feedback to provide additional context. The students showed broad support for the skills-based evaluation, expressing strong preferences across all recorded metrics. Results were consistent across gender lines, and supported by sentiment analysis of open ended responses. Although the small number of responses prevent any strong conclusions, teaching assistants were generally positive towards the methodology's impact on students, though opinions were largely split on the impact on workload.
This study examines student perceptions and expectations of the Students’ Evaluation of Teaching (SET) system at the German Jordanian University (GJU), focusing on the adequacy of the current evaluation instrument in assessing online teaching and learning experiences. A mixed-methods approach was employed, combining a large-scale survey of 500 students with qualitative interviews to provide a comprehensive understanding of student perspectives. The findings reveal a significant misalignment between student expectations and their actual experiences with the SET system. Students expressed dissatisfaction with the current instrument, indicating that it fails to capture several important dimensions of online education. Specifically, aspects such as engagement strategies, platform usability, instructor accessibility, quality of interaction, digital communication, and responsiveness to technological challenges were reported as insufficiently represented. Consequently, many students perceived the evaluation process as limited in its ability to generate meaningful and actionable feedback on teaching effectiveness. The study therefore proposes a redesigning of the SET instrument through the inclusion of dedicated dimensions that address online communication, digital learning environments, interaction quality, multimedia resources, and technical support. Such revisions would improve the accuracy of student feedback, enhance institutional quality assurance processes, and better align teaching evaluation practices with contemporary digital learning environments.
Thelal Oweis, P. Riegler, Kawther Karain et al.· Discover Education· 0 citations
Laboratories are a common component of undergraduate engineering education. These practical experiences are often intended by educators to be a key moment in skills development and can be a significant financial investment by academic institutions. Students’ engagement and their perceptions of the learning environment have an influence on their academic success, making it desirable to understand how students’ perceptions of their laboratories change during a course. This study seeks to answer the question, “How do students’ perceptions of their laboratory environments change over a semester, and how do these changes vary across two institutional contexts?” Primarily qualitative survey data was collected from the University of Calgary in Canada and the EPFL in Switzerland. Results indicate that students’ conceptual understanding of laboratory activities is strongly shaped by prior introduction of conceptual materials, particularly through lectures. Additionally, student accounts suggested that formal laboratory assessments benefited their self-evaluation of conceptual understanding. These findings offer considerations in how engineering educators develop laboratory scheduling and assessment structures.
Mackinley Love, Siara Isaac· Proceedings of the Canadian...· 0 citations
Aim/Purpose
While student evaluations of instruction remain the most common mechanism for evaluating teaching effectiveness, they remain controversial and are plagued by criticisms of bias.
Background
The Assessment Council at a Mid-Atlantic Historically Black College or University (HBCU) has determined that student evaluations of instruction provide feedback for instructors, give students a voice, and help improve instruction and course efficacy and that the information collected from SETs can be used for formative evaluation, helping faculty and programs make adjustments to improve instructional design and delivery, and to help inform acknowledgements of teaching excellence as well as decisions about promotions, tenure, and compensation. Accordingly, a task force was formed of students and faculty challenged with crafting a new student evaluation of instruction instrument built around three areas of focus: Teaching Excellence, Course Design and Clarity, and Inclusive Learning. A draft fifteen question instrument was prepared and widely distributed for feedback before being piloted in the summer and fall of 2025. The data was subsequently downloaded and imported into SPSS where Cronbach’s Alpha and Intraclass Correlation Coefficients were calculated with results indicating that the instrument's items are internally consistent and reliable.
Contribution
This presentation will provide information on a minority serving institution's work to redesign and validate a new student evaluation of instruction instrument to be more reflective of instructional quality and which is part of a larger framework used to evaluate teaching excellence that includes annual evaluations, dossier preparation for post tenure review and/or promotion and tenure, peer review, and consideration against predetermined and discipline relevant activities/expectations.
Nicole A. Buzzetto-Hollywood· InSITE Conference· 0 citations
ABSTRACT Instructors use concept assessments to collect diagnostic information regarding student learning and to inform decisions surrounding instructional interventions and course modifications. Administering concept assessments out-of-class helps preserve already limited instructional time, but instructors still must consider whether to apply a lower-stakes (i.e., participation) versus higher-stakes (i.e., correctness) grading scheme. An increase in stakes is likely to prompt additional effort, but it may also increase undesired behaviors and inadvertently prompt external resource use, such as students leveraging their notes, the internet, or their peers. In the present study, we compared student self-reported resource use on a biology concept assessment administered under lower-stakes versus higher-stakes out-of-class conditions. We found that students received higher scores under the higher-stakes condition, but based on their increased resource use and broader course exam performance, these scores are unlikely to be representative of their unaided molecular and cellular biology knowledge. These findings help inform instructors of how out-of-class administration conditions impact student behaviors and score validity. Furthermore, we discuss how expectations for success and subjective task value might help explain how students complete concept assessments, as well as other assignments outside of dedicated class time.
T. Burgess, Crystal Uminski, B. Couch· Journal of Microbiology & Bi...· 0 citations
The growing shift from closed-book examinations to open-book assessments has prompted renewed debate regarding their influence on students’ academic performance and long-term knowledge retention. Critics argue that open-book formats may encourage superficial engagement with learning materials, whereas proponents contend that they foster deeper understanding by requiring students to apply knowledge, synthesise information, and solve complex problems rather than rely solely on memorisation. This teaching research project investigates student perceptions of these differing assessment types through a discrete online questionnaire administered to learners across levels 3 to 6. A further dimension of the study explores students’ reliance on artificial intelligence (AI) tools when completing open-book assessments. As AI technologies become increasingly accessible, their use raises important questions about academic authenticity, the development of independent critical thinking skills, and the extent to which students genuinely engage with subject content. By examining both attitudes toward assessment formats and patterns of AI use, this research aims to contribute meaningful insights to ongoing discussions surrounding effective assessment design. The findings have the potential to inform future pedagogical strategies, ensuring that assessment practices support both academic integrity and meaningful learning.
Juwayria Malik, Maham Afaq, Shamama Ahmad et al.· New Directions in the Teachi...· 0 citations
Low student engagement, characterized by poor academic performance and widespread truancy, is a global challenge exacerbated by the dominance of conventional teaching methods. As an intervention, this study aims to analyze the effect of the quality of formative assessment and assessment feedback, both individually and simultaneously, on student engagement in economics classes. Using a quantitative associative-causal approach, data were collected via a questionnaire administered to a sample of 112 Phase E students at SMA Negeri 1 X Koto, selected through proportional stratified random sampling. The data were then analyzed using multiple linear regression. The results of the hypothesis testing confirmed that the quality of formative assessment and assessment feedback, when considered simultaneously, significantly enhanced student engagement (R² = 0.664, F = 107.546, p < 0.001). Partially, both variables also made positive and significant contributions, with formative assessment (β = 0.237, t = 2.147, p = 0.034, 95% CI [0.020, 0.505]) and assessment feedback (β = 0.601, t = 5.457, p < 0.001, 95% CI [0.261, 0.560]) each showing a significant effect, with assessment feedback emerging as the most dominant variable in enhancing student engagement in the classroom. This study concludes that the use of periodic evaluation instruments and the provision of constructive feedback can create an interactive classroom environment, thereby effectively transforming students from passive listeners into proactive and independent learners.
