Rubric for the Qualitative Assessment of Student-Designed Snap! Projects
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| Title: | Rubric for the Qualitative Assessment of Student-Designed Snap! Projects |
|---|---|
| Language: | English |
| Authors: | Nicole Marmé, Jens-Peter Knemeyer, Alexandra Švedkijs |
| Source: | International Journal of Computer Science Education in Schools. 2026 7(3). |
| Availability: | International Journal of Computer Science Education in Schools. 83 Dollis Road, London N3 1RD, UK. 2-mail: info@ijcses.org; Web site: http://www.ijcses.org |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 9 High Schools Junior High Schools Middle Schools Secondary Education Grade 10 Grade 11 |
| Descriptors: | Student Projects, Programming Languages, Evaluation Methods, Student Evaluation, Scoring Rubrics, Novices, Skill Development, Programming, Grade 9, Grade 10, Grade 11, Foreign Countries |
| Geographic Terms: | Germany |
| ISSN: | 2513-8359 |
| Abstract: | An objective evaluation and assessment of individual student-designed projects are challenging. Appropriate tools are currently lagging and have to be developed. Block-based programming languages, such as Snap! are often used for teaching programming basics and the subsequent development of student-designed programming projects. The current research qualitatively developed a rating rubric for Snap! projects to investigate how novices' programming skills can be evaluated and assessed in a criterion-guided manner. For this purpose, an evaluation was conducted on a baseline dataset of 36 student projects created over three school years after a programming course for novices. Based on this database we designed an assessment rubric. A team of experts reviewed and evaluated the assessment rubric. Following expert evaluation, the rubric was improved and expanded. Finally, prospective teachers conducted a comparative evaluation of a test data set consisting of ten Snap! projects of varying complexity, with and without the resulting rubric. The results show that the rating rubric significantly improves the comparability of assessments. In addition, a clear differentiation of the projects by level is achieved for the test data set. Furthermore, the assessment rubric enables a more precise achieved result evaluation in particular rubric category. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505672 |
| Database: | ERIC |
| Abstract: | An objective evaluation and assessment of individual student-designed projects are challenging. Appropriate tools are currently lagging and have to be developed. Block-based programming languages, such as Snap! are often used for teaching programming basics and the subsequent development of student-designed programming projects. The current research qualitatively developed a rating rubric for Snap! projects to investigate how novices' programming skills can be evaluated and assessed in a criterion-guided manner. For this purpose, an evaluation was conducted on a baseline dataset of 36 student projects created over three school years after a programming course for novices. Based on this database we designed an assessment rubric. A team of experts reviewed and evaluated the assessment rubric. Following expert evaluation, the rubric was improved and expanded. Finally, prospective teachers conducted a comparative evaluation of a test data set consisting of ten Snap! projects of varying complexity, with and without the resulting rubric. The results show that the rating rubric significantly improves the comparability of assessments. In addition, a clear differentiation of the projects by level is achieved for the test data set. Furthermore, the assessment rubric enables a more precise achieved result evaluation in particular rubric category. |
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| ISSN: | 2513-8359 |
