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In the project MoKoM, which is funded by the German
Research Foundation (DFG) from 2008 to 2012, a test instrument
measuring students’ competences in computer science was developed.
This paper presents the results of an expert rating of the levels of
students’ competences done for the items of the instrument.
At first we will describe the difficulty-relevant features that were
used for the evaluation. These were deduced from computer science,
psychological and didactical findings and resources. Potentials and
desiderata of this research method are discussed further on. Finally
we will present our conclusions on the results and give an outlook on
further steps.
As a result of the Bologna reform of educational systems in
Europe the outcome orientation of learning processes, competence-oriented
descriptions of the curricula and competence-oriented assessment
procedures became standard also in Computer Science Education
(CSE). The following keynote addresses important issues of shaping
a CSE competence model especially in the area of informatics system
comprehension and object-oriented modelling. Objectives and research
methodology of the project MoKoM (Modelling and Measurement
of Competences in CSE) are explained. Firstly, the CSE competence
model was derived based on theoretical concepts and then secondly the
model was empirically examined and refined using expert interviews.
Furthermore, the paper depicts the development and examination of
a competence measurement instrument, which was derived from the
competence model. Therefore, the instrument was applied to a large
sample of students at the gymnasium’s upper class level. Subsequently,
efforts to develop a competence level model, based on the retrieved empirical
results and on expert ratings are presented. Finally, further demands
on research on competence modelling in CSE will be outlined.
Mit hochschuldidaktischer Forschung zur Informatik soll aus einem traditionellen Hardwarepraktikum ein attraktives Entwurfs- und Anwendungspraktikum für Mikrosysteme (MSE) werden, das ein unverzichtbarer Bestandteil des Informatikstudiums ist. Diese Neugestaltung der Lehre wurde aufgrund des Bologna-Prozesses und der zunehmenden Präsenz multifunktionaler eingebetteter Mikrosysteme (EMS) im täglichen Leben notwendig. Ausgehend von einer Lehrveranstaltungsanalyse werden Vorschläge für die Kompetenzorientierung abgeleitet. Es wird gezeigt, dass für eine Verfeinerung des Ansatzes ein wissenschaftlich fundiertes Verständnis der erwarteten Kompetenzen erforderlich ist. Für den aufgezeigten Forschungsbedarf werden ein Ansatz zur Beschreibung des notwendigen Mikrosystemverständnisses dargestellt und Forschungsfelder zu Aspekten des Kompetenzbegriffs im Kontext der Lehrveranstaltung beschrieben.