An architecture for systematic tracking of skills and competence level progression in computer science

A typical Computer Science degree is three to five years long, consists of four to six subjects per semester, and two semesters per year. A student enrolled in such a degree is expected to learn both discipline-specific skills and transferable generic skills. These skills are to be taught in a progressive sequence through the duration of the degree. As the student progresses through the subjects and semesters of a degree, his skill portfolio and competence level for each skill is expected to grow. Effectively modeling these curriculum skills, mapping them to assessment tasks across subjects of a degree, and measuring the progression in learner competence level is, largely, still an unsolved problem. Previous work at this scale is limited. This systematic tracking of skills and competence is crucial for effective quality control and optimization of degree structures. Our main contribution is an architecture for a curriculum information management system to facilitate this systematic tracking of skill and competence level progression in a Computer Science context

A Framework For The Integration Of Technology Into Curricula Development And Student Assessment

The purpose of this work is to amalgamate technology and education in a manner which will prove to be beneficial to all stakeholders involved and which will allow for an improvement in the ubiquitous process of curriculum development in the teaching and learning sphere. The primary motivation surrounds the issue of limited human resources in terms of teachers and expert knowledge as well as available physical resources such as computer equipment or other classroom artifacts. It should be duly noted that it is in many developing countries where the student-teacher ratio is very high and where such a framework will be most useful. However, this work has the potential to benefit not only developing countries, but also developed countries where the available technology is more advanced and where its integration in student learning is more pronounced. The major focus will be on the creation of a framework which will allow for systematic, structured and seamless curriculum development and learning outcome assessment. Therefore, a major component will be the modeling of a curriculum in a structured and qualitative way to include goals and objectives which will then lend it to adaptation and use downstream within the framework. Another key component is Assessment which will encapsulate various ways in which this paradigm can leverage the assessment aspects of a curriculum. The benefits from this work may prove to be quite immense as the proposed framework may help to standardize the design, delivery and assessment of any curriculum regardless of location and resource