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dc.contributor.authorHaduong, Paulina
dc.contributor.authorBrennan, Karen
dc.identifier.citationHaduong, P. & Brennan, K. (2022). Possibility, perspectives, personal investment, and process: How k–12 teachers support programming projects through assessment. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 583-590). International Society of the Learning Sciences.en
dc.descriptionLong Paperen
dc.description.abstractCreating personally authentic projects can support student engagement and motivation in learning to program. Assessment can play a role in supporting student learning, but it can be challenging for teachers to employ assessment practices that benefit students and their programming projects. In this interview study conducted with 80 U.S. K–12 computing teachers, we explored how teachers supported students’ programming projects through their assessment practices. Teachers navigated tensions between their pedagogical aspirations (e.g., supporting creative possibilities) and practical considerations (e.g., logistical constraints) as they supported students projects by (1) encouraging possibility through rubrics; (2) inviting multiple perspectives through feedback; (3) increasing personal investment through selfassessment and resubmission; and (4) surfacing process through documentation and conversation. Findings from this work support understandings of how assessments can support or constrain learning through creating programming projects.en
dc.publisherInternational Society of the Learning Sciences
dc.relation.ispartofProceedings of the 16th International Conference of the Learning Sciences - ICLS 2022, pp. 583-590
dc.subjectLearning Sciencesen
dc.titlePossibility, Perspectives, Personal Investment, and Process: How K–12 Teachers Support Programming Projects Through Assessmenten
Appears in Collections:ISLS Annual Meeting 2022

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