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Criterion-Based Grading, Agile Goal Setting, and Course (Un)Completion Strategies

Research output: Chapter in Book/Report/Conference proceedingChapterScientificpeer-review

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Criterion-Based Grading, Agile Goal Setting, and Course (Un)Completion Strategies. / Ihantola, Petri; Isohanni, Essi; Heino, Pietari; Mikkonen, Tommi.

Agile and Lean Concepts for Teaching and Learning: Bringing Methodologies from Industry to the Classroom. ed. / David Parsons; Kathryn MacCallum. Singapore : Springer Singapore, 2019. p. 207-230.

Research output: Chapter in Book/Report/Conference proceedingChapterScientificpeer-review

Harvard

Ihantola, P, Isohanni, E, Heino, P & Mikkonen, T 2019, Criterion-Based Grading, Agile Goal Setting, and Course (Un)Completion Strategies. in D Parsons & K MacCallum (eds), Agile and Lean Concepts for Teaching and Learning: Bringing Methodologies from Industry to the Classroom. Springer Singapore, Singapore, pp. 207-230. https://doi.org/10.1007/978-981-13-2751-3_11

APA

Ihantola, P., Isohanni, E., Heino, P., & Mikkonen, T. (2019). Criterion-Based Grading, Agile Goal Setting, and Course (Un)Completion Strategies. In D. Parsons, & K. MacCallum (Eds.), Agile and Lean Concepts for Teaching and Learning: Bringing Methodologies from Industry to the Classroom (pp. 207-230). Singapore: Springer Singapore. https://doi.org/10.1007/978-981-13-2751-3_11

Vancouver

Ihantola P, Isohanni E, Heino P, Mikkonen T. Criterion-Based Grading, Agile Goal Setting, and Course (Un)Completion Strategies. In Parsons D, MacCallum K, editors, Agile and Lean Concepts for Teaching and Learning: Bringing Methodologies from Industry to the Classroom. Singapore: Springer Singapore. 2019. p. 207-230 https://doi.org/10.1007/978-981-13-2751-3_11

Author

Ihantola, Petri ; Isohanni, Essi ; Heino, Pietari ; Mikkonen, Tommi. / Criterion-Based Grading, Agile Goal Setting, and Course (Un)Completion Strategies. Agile and Lean Concepts for Teaching and Learning: Bringing Methodologies from Industry to the Classroom. editor / David Parsons ; Kathryn MacCallum. Singapore : Springer Singapore, 2019. pp. 207-230

Bibtex - Download

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title = "Criterion-Based Grading, Agile Goal Setting, and Course (Un)Completion Strategies",
abstract = "When teaching large groups of students with heterogeneous backgrounds and different learning goals, it is essential to personalize the learning experience. In this chapter, we describe how we have implemented this in a university-wide introductory programming course. Each student sets a personal target grade, i.e., the grade they aim at, based on how deep an understanding of programming they need (depending on their major subject, etc.) and on how much effort they are willing to invest in the course. To enable such setup, course assignments are divided into different levels and the grading directs the students in choosing which assignments to work on to meet the goals they have set. Furthermore, the students can change their target grade during the course in an agile manner.",
author = "Petri Ihantola and Essi Isohanni and Pietari Heino and Tommi Mikkonen",
note = "EXT={"}Ihantola, Petri{"} EXT={"}Mikkonen, Tommi{"}",
year = "2019",
doi = "10.1007/978-981-13-2751-3_11",
language = "English",
isbn = "978-981-13-2750-6",
pages = "207--230",
editor = "David Parsons and Kathryn MacCallum",
booktitle = "Agile and Lean Concepts for Teaching and Learning: Bringing Methodologies from Industry to the Classroom",
publisher = "Springer Singapore",

}

RIS (suitable for import to EndNote) - Download

TY - CHAP

T1 - Criterion-Based Grading, Agile Goal Setting, and Course (Un)Completion Strategies

AU - Ihantola, Petri

AU - Isohanni, Essi

AU - Heino, Pietari

AU - Mikkonen, Tommi

N1 - EXT="Ihantola, Petri" EXT="Mikkonen, Tommi"

PY - 2019

Y1 - 2019

N2 - When teaching large groups of students with heterogeneous backgrounds and different learning goals, it is essential to personalize the learning experience. In this chapter, we describe how we have implemented this in a university-wide introductory programming course. Each student sets a personal target grade, i.e., the grade they aim at, based on how deep an understanding of programming they need (depending on their major subject, etc.) and on how much effort they are willing to invest in the course. To enable such setup, course assignments are divided into different levels and the grading directs the students in choosing which assignments to work on to meet the goals they have set. Furthermore, the students can change their target grade during the course in an agile manner.

AB - When teaching large groups of students with heterogeneous backgrounds and different learning goals, it is essential to personalize the learning experience. In this chapter, we describe how we have implemented this in a university-wide introductory programming course. Each student sets a personal target grade, i.e., the grade they aim at, based on how deep an understanding of programming they need (depending on their major subject, etc.) and on how much effort they are willing to invest in the course. To enable such setup, course assignments are divided into different levels and the grading directs the students in choosing which assignments to work on to meet the goals they have set. Furthermore, the students can change their target grade during the course in an agile manner.

U2 - 10.1007/978-981-13-2751-3_11

DO - 10.1007/978-981-13-2751-3_11

M3 - Chapter

SN - 978-981-13-2750-6

SP - 207

EP - 230

BT - Agile and Lean Concepts for Teaching and Learning: Bringing Methodologies from Industry to the Classroom

A2 - Parsons, David

A2 - MacCallum, Kathryn

PB - Springer Singapore

CY - Singapore

ER -