Treffer: Teaching Tip: A Screencast-Based Assessment Technique for a Mobile App Development Course

Title:
Teaching Tip: A Screencast-Based Assessment Technique for a Mobile App Development Course
Language:
English
Authors:
Leigh Jin, Tai-Yin Chi, Brenda Mak
Source:
Journal of Information Systems Education. 2024 35(4):408-421.
Availability:
Journal of Information Systems Education. e-mail: editor@jise.org; Web site: http://www.jise.org
Peer Reviewed:
Y
Page Count:
16
Publication Date:
2024
Intended Audience:
Teachers
Document Type:
Fachzeitschrift Journal Articles<br />Reports - Descriptive
Education Level:
Higher Education
Postsecondary Education
Descriptors:
Technology Uses in Education, Computer Oriented Programs, Handheld Devices, Computer Software, Programming, Evaluation Methods, Electronic Learning, Tutorial Programs, Computer Mediated Communication, Information Systems, Student Participation, Tests, Student Evaluation, Student Attitudes, Coding, Course Evaluation, Critical Thinking, Video Technology, College Students, Universities
ISSN:
1055-3096
2574-3872
Entry Date:
2024
Access URL:
https://jise.org/Volume35/n4/JISE2024v35n4pp408-421.pdf
Accession Number:
EJ1448475
Database:
ERIC

Weitere Informationen

This paper presents the Screencast-Based Assessment Technique (SBAT) for a mobile app development curriculum in the information systems discipline. SBAT was implemented as a midterm take-home exam in which students design and develop an app project based on their own interests, passions, or ambitions. In addition to coding, students must create screencasts to document the coding process and explain key programming concepts. In Spring 2023, we collected interview feedback and course evaluations from students. Our findings indicate that SBAT supported critical thinking skills such as analyzing, evaluating, and creating in four key areas: idea generation, code development, concept explanation, and video production. In addition, students were motivated to connect their own passions with the learning outcomes of the course. Overall, we found that this assessment approach facilitated deeper internalization and integration of knowledge and helped students learn better than traditional paper-based exams.

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