An Assessment and Evaluation of Computer
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___________________________________________ * Copyright © 2003 by the Consortium fo r Computing Sciences in Colleges. Permission to copy without fee all or part of this material is granted provided that the copies are not made or distributed for direct commercial advantage, the CCSC copyright notice and the title of the publication and its date appear, and notice is given that copying is by permission of the Consortium for Computi ng S ciences in Colle ges. To copy otherwise, or to republis h, requires a fee and/or specific permission. 115 AN ASSESSMENT AND EVALUATION OF COMPUTER SCIENCE EDUCATION * Jennifer R. Parham University of Montana Computer Science Dept. SS401(MCSI01) Missoula, Montana 59812-5256 [email protected] ABSTRACT This research shows an audience of fellow computer science teachers that there is benefit in testing college student's scientific reasoning skills and that the students increase their logical thinking skills in computer science classes when they are presented with real worl d problems, engaged i n g roup activ ities, and give n hands-on experiments. Students' scientific reasoning skills from several different computer science courses are analyzed and tested before and after taking the computer science course to measure their im provement in logical thinking. The higher orde r thinking skills test results are compared, and the overall class and individual student improvement between the classes that use d iff ere nt tea ching strategies are analyzed. Also, the test results are compared with students' ability to perform adequately in a computer science cour se. This inform ation is valua ble to advisors when pl acing students in computer science courses. In the assessments of students' entering knowledge and evaluations of students' thinking improvement, the students' individual higher order thinking skills as well as their overall level of cognitive developm ent are analyzed. Through the analysis of their individual skills and level of thinking, one can expand conclusions about the students' and teacher's performance over time.
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