Towards a Competence Model for the Novice Programmer Using Bloom's Revised Taxonomy - An Empirical Approach
Abstract
This work addresses the demand of an empirically developed competence model for programming as challenging core tier of computer science curricula. The presented paper investigates the application of Bloom's revised taxonomy for learning, teaching and assessing by Anderson and Krathwohl for the specification of currently used learning objectives in programming education. Accordingly, 129 module descriptions of beginner level programming courses from 35 German universities constitute the sample. Learning goals are evaluated using Mayring's qualitative content analysis. In addition, seven guided interviews with computer science professors as experts are categorized according to Mayring's qualitative analysis method. As a result, a model comprised of deductively-inductively built cognitive categories is proposed, proving the adequacy of Bloom's revised taxonomy for computer science and programming in particular. The categories depict current operationalized learning objectives and cognitive competencies of novice programmers, as well as additional non-cognitive competencies. Thus, the results can help classify competency levels and support the didactic design of introductory programming classes and assessment. This research also constitutes a basis for the development of a measuring instrument of programming competence in the future.
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An examination of course syllabi showed that reading and tracing code is often an afterthought in computing courses.
“Although the ability to both read and trace code has always been important [19,128], an examination of course syllabi showed that this is often an afterthought [37,112,114].”
From The Robots Are Here: Navigating the Generative AI Revolution in Computing Education (2023) · cites this paper as [112]
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Self-citation
- Authors
- Kiesler, N.
- Affiliations
- Goethe University Frankfurt (DE)
- Corresponding author
- Kiesler, Natalie
- ORCID
- Kiesler, Natalie
- Venue
- Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education
- Publisher
- ACM
- Published
- 2020-06-15
- Pages
- 459-465
- OpenAlex
- W3033498077
- Cited by
- 34
- References
- 39
- Citations by year
- 2026: 1 · 2025: 2 · 2024: 8 · 2023: 18 · 2022: 3 · 2020: 2
- FWCI
- 6.68
- Type
- conference paper
- Language
- en
- Open access
- closed
- Locations
- ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE) (publishedVersion)
- Topics
- Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
- Social Sciences › Education › Educational Assessment and Pedagogy
- Physical Sciences › Engineering › Media Technology › Engineering Education and Curriculum Development
- Keywords
- Bloom's revised taxonomy, competence model, novice programmers, introductory programming education, learning objectives, cognitive skills, non-cognitive skills, competency assessment, computer science curriculum
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