Comparing the Impact of Programming Assessment Type: In-Class Vs Take-Home

Authors

  • Oscar Karnalim Maranatha Christian University https://orcid.org/0000-0003-4930-6249
  • Gisela Kurniawati Maranatha Christian University
  • Sendy Ferdian Sujadi Maranatha Christian University
  • Rossevine Artha Nathasya Maranatha Christian University

DOI:

https://doi.org/10.3991/ijep.v10i4.13509

Keywords:

assessment type, programming, educational technology, teaching intervention, engineering education

Abstract


In engineering education, educational technologies and teaching interventions are often used to maintain the student retention high. Most of them are strongly related to either in-class or take-home assessment. This paper compares the impact of both assessments on student performance for one academic semester. The findings are expected to re-align the focus of educational technology and teaching intervention research. Fifty-five laboratory sessions were analysed, involving five Introductory Programming classes with a total of 87 Information Technology and Information System undergraduates. The study shows that, by considering only significant changes, in-class assessment leads to higher assessment mark as the students can easily seek help and focus on the tasks. Technical problems are also unlikely to occur as the classroom (or the laboratory in our case) is well-facilitated.

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Published

2020-07-17

How to Cite

Karnalim, O., Kurniawati, G., Sujadi, S. F., & Nathasya, R. A. (2020). Comparing the Impact of Programming Assessment Type: In-Class Vs Take-Home. International Journal of Engineering Pedagogy (iJEP), 10(4), pp. 125–132. https://doi.org/10.3991/ijep.v10i4.13509

Issue

Vol. 10 No. 4 (2020)

Section

Short Papers

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