TY - GEN
T1 - A gap analysis of noncognitive constructs in evaluation instruments designed for computing education
AU - McGill, Monica M.
AU - McKlin, Tom
AU - Decker, Adrienne
AU - Haynie, Kathy
N1 - Publisher Copyright: © 2019 Copyright held by the owner/author(s).
PY - 2019/2/22
Y1 - 2019/2/22
N2 - A growing body of evidence indicates that there is a deep effect of noncognitive factors on academic achievement and learning. In this study, we analyzed a set of 31 evaluation instruments designed to measure noncognitive constructs (e.g., self-efficacy, confidence, motivation) within computing education. Using the Lee and Shute framework, we assigned each of the 115 unique constructs found in the instruments into one of the four components (Student Engagement, Learning Strategies, School Climate, Social-familial Influences) and their subcomponents to determine which constructs are most frequently measured. We found that the majority of constructs were designed to measure Student Engagement (Affect and Cognition) and School Climate (Teacher Variables). Constructs measuring Learning Strategies and Social-Familial Influences (e.g., homework strategies, peer influences) occur the least. This study may enable further discussions of what noncognitive factors are/are not currently being measured within the computing education community.
AB - A growing body of evidence indicates that there is a deep effect of noncognitive factors on academic achievement and learning. In this study, we analyzed a set of 31 evaluation instruments designed to measure noncognitive constructs (e.g., self-efficacy, confidence, motivation) within computing education. Using the Lee and Shute framework, we assigned each of the 115 unique constructs found in the instruments into one of the four components (Student Engagement, Learning Strategies, School Climate, Social-familial Influences) and their subcomponents to determine which constructs are most frequently measured. We found that the majority of constructs were designed to measure Student Engagement (Affect and Cognition) and School Climate (Teacher Variables). Constructs measuring Learning Strategies and Social-Familial Influences (e.g., homework strategies, peer influences) occur the least. This study may enable further discussions of what noncognitive factors are/are not currently being measured within the computing education community.
KW - Assessment
KW - Constructs
KW - Education
KW - Evaluation
KW - Noncognitive
UR - https://www.scopus.com/pages/publications/85064407957
U2 - 10.1145/3287324.3287362
DO - 10.1145/3287324.3287362
M3 - Conference contribution
T3 - SIGCSE 2019 - Proceedings of the 50th ACM Technical Symposium on Computer Science Education
SP - 706
EP - 712
BT - SIGCSE 2019 - Proceedings of the 50th ACM Technical Symposium on Computer Science Education
PB - Association for Computing Machinery, Inc
T2 - 50th ACM Technical Symposium on Computer Science Education, SIGCSE 2019
Y2 - 27 February 2019 through 2 March 2019
ER -