Table 10. Assessment focused studies.
| Leaf node categories |
Brief description of major area of focus | Brief description of major findings | Articles |
|---|---|---|---|
| Technique | |||
| Grading | Rule-based assessment to examine cognitive competency of students by applying Bloom’s taxonomy. | Identification of understanding levels of programming concepts. | Ullah et al., 2019 |
| Investigating the inconsistencies of grading. | Differences were found while grading same solutions from different graders. | Albluwi, 2018 | |
| Examination | Self-assessment technique for investigating the persistency in learning. | Consistent patterns of learning reflect better outcomes. | Chung & Hsiao, 2020 |
| Peer assessment technique to assess the students’ performance. | Peer assessment found to be a useful technique for assessing the large cohort of students. | King, 2018 | |
| Peer review of students’ concepts maps to examine students’ understanding and higher level of thinking. | No improvements was identified in higher level thinking. | Turner, Pérez-Quiñones & Edwards, 2018 | |
| Material | |||
| Assessment items | Assessment items ranking according to Bloom’s taxonomy and the application of the developed rubrics to rank the assessment items. | Identification of difficulties in learning that directed towards designing appropriate class activities. | Dorodchi, Dehbozorgi & Frevert, 2017 |
| Evaluation of assessment material to design future assessments. | Guide to develop effective assessment items. | Zur & Vilner, 2014 | |
| Investigation of additive factors model to map knowledge into assessment items. | The model did not satisfactorily fit into IPC context. | Effenberger, Pelánek & Čechák, 2020 | |
| Assessment items to examine students on different levels of thinking. | Higher precision attained in results. | Omer, Farooq & Abid, 2020 | |
| Cue-based practical assessments. | Clarity of expected solution at students’ end. | Doshi, Christian & Trivedi, 2014 | |
| Assessment instruments | Fill in the blanks of programs, as an instrument to find students’ performance in programming. | Identified high correlation in students’ performance and the final outcomes. | Funabiki, Ishihara & Kao, 2016 |
| Relationship between hands-on exercises and final exams at various levels of cognition as per Bloom’s taxonomy. | Identification of dependencies among the written assessment and final scores. | Ahmad et al., 2017 | |
| Examining the most suitable test for assessing students’ knowledge. | Students' performances were assessed though different types of assessment instruments. | Gomes, Correia & Abreu, 2016 | |
| Max-min technique to design effective assessment. | Identification of parameters to design effective assessment. | Allinjawi, Al-Nuaim & Krause, 2014 | |