Penn State University - Berks Campus - Reading, Pennsylvania
October 6, 2017
October 6, 2017
October 7, 2017
Mid-Atlantic Section Fall Conference
This paper presents an approach to assess students attending two related computing courses. To demonstrate our approach, we evaluated students taking either Fundamental Networking or Fundamental Database courses. Towards the end of the semester, students taking both courses were asked to individually finish a common term project resembling a scenario in the corporate environment. One of the objectives of this assignment was to let students recognize benefits of mastering different but related areas of study. Another goal was to teach them that various computer technology courses are interconnected and that a computer specialist can use skills learned in one area to better understand concepts of the other one. The students were evaluated based on their abilities to combine knowledge from the subject they studied with researched information about a related area in computer technologies. Each student’s project was assessed by two professors and the results were analyzed to better prepare future interdisciplinary assignments while eliminating potential grading bias. This type of assessment methodology could benefit students, by introducing them to advantages coming from broader knowledge, and educators, by letting them develop cross-disciplinary assignments that are resilient to instructor’s grading bias while stimulating students interests.
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