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Grading Programs
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Contributed by Leigh Ann Sudol
Fox Lane High School
Bedford, New York
One of the most significant problems faced by high school computer science teachers is the ability to effectively assign and grade programs in such a manner as to challenge the strong students in the class while still not reaching beyond the ability of our weaker students and denying them the opportunity to succeed. One method that can be used to address this issue is that of assigning programs with varying levels of completeness.
I have implemented a series of program assignments whose grading is based upon Bloom's Taxonomy. The assignments are broken into two phases. Phase I assignments can be completed with basic application from the notes given and with increased assistance from the teacher. Phase II of the assignments require that students do some higher-level thinking in both the initial planning stages of the assignment and the actual programming itself. Each program topic has both a Phase I and a Phase II part of the assignment. Phase I is worth 80 to 90 points and every student is required to complete all of the Phase I assignments. Phase II adds whatever is necessary for the assignment to reach a 100-point value.
Visit my Program Assignments Web site (below) to see examples of this.
 Program Assignments
There are several program examples separating the Phase I and Phase II aspects of the program. Notice that the Phase I examples are concrete assignments with the tasks to be accomplished very well defined. Phase II of the assignment leaves the problem more open ended, relying on the student to not only code a solution but to think of things to enhance the program.
I have found that this set-up allows my weaker students to succeed in completing required assignments in a timely manner while allowing my stronger students to feel challenged and remain occupied as they work at a much faster rate.
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