Educators' Validation on a Reflective Writing Framework (RWF) for Assessing Reflective Writing in Computer Science Education

Alrashidi, Huda; Joy, Mike; Ullmann, Thomas and Almujally, Nouf (2020). Educators' Validation on a Reflective Writing Framework (RWF) for Assessing Reflective Writing in Computer Science Education. In: Intelligent Tutoring Systems (Kumar, Vivekanandan and Troussas, Christos eds.), Lecture Notes in Computer Science, Springer International Publishing, Cham, pp. 316–322.

DOI: https://doi.org/10.1007/978-3-030-49663-0_37

Abstract

The need for effective Intelligent Tutoring Systems (ITSs) and automated assessment is increasing. One area of ITSs has become urgent is that of the automated assessment of reflective writing. The reflective writing has been promoted, in higher education, in order to encourage students to think critically about their learning. However, many frameworks have been developed for assessing student's reflective writing. Up to our knowledge, there is no empirical studies to validate reflective writing frameworks that used in Computer Science (CS) education. This paper presents the validation of reflective Writing Framework (RWF) by CS educators. The expert panelists validated the RWF. Subsequently, we proposed an ITS model for automating reflective writing analysis. The RWF was accepted that it received a level of consensus from the experts who reported obtaining from good to appropriate results using it.

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About

  • Item ORO ID
  • 70723
  • Item Type
  • Conference or Workshop Item
  • ISBN
  • 3-030-49663-5, 978-3-030-49663-0
  • Project Funding Details
  • Funded Project NameProject IDFunding Body
    Not SetCB19-68SM-01Kuwait Foundation for the Advancement of Sciences (KFAS)
  • Extra Information
  • Also part of the Programming and Software Engineering book sub series (LNPSE, volume 12149)
  • Keywords
  • reflection; reflective writing; computer science; assessment; reflection detection
  • Academic Unit or School
  • Institute of Educational Technology (IET)
  • Research Group
  • Centre for Research in Education and Educational Technology (CREET)
    OpenTEL
  • Copyright Holders
  • © 2020 Springer Nature Switzerland AG
  • Depositing User
  • Thomas Ullmann

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