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In a context of high demand for computer science education, university programs in the field have seen a notable increase in enrollment. For this reason, first-year courses that receive a large number of students implement various strategies to mitigate the adverse effects of massiveness and achieve their educational objectives. This is the case with the course “Algorithms and Data Structures I,” which implemented rubrics in Moodle to obtain evidence of student learning, streamline the correction and feedback mechanism for exams, and unify evaluation criteria within the teaching team. The analysis of rubric results has allowed for the assessment of the degree of acquisition of concepts, techniques, and best practices that the course's learning objectives focus on. Detecting specific difficulties will enable the implementation of corrective actions during the ongoing teaching process. Additionally, advantages are evident in the feedback instances for students, as well as in administrative aspects such as the recording and processing of grades, tasks that in large courses increase the workload of the teaching team.

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Use of Rubrics in Moodle to Assess Learning in Programming in Massive University Contexts

  • 会议论文

  • 发表日期：

    2025年

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  • Gladys Noemí Dapozo,
  • Cristina Liliam Greiner,
  • Raquel Herminia Petris,
  • Ana María Company,
  • María Cecilia Espíndola,
  • Silvana Verónica Armana,
  • María Isabel Sánchez

摘要

In a context of high demand for computer science education, university programs in the field have seen a notable increase in enrollment. For this reason, first-year courses that receive a large number of students implement various strategies to mitigate the adverse effects of massiveness and achieve their educational objectives. This is the case with the course “Algorithms and Data Structures I,” which implemented rubrics in Moodle to obtain evidence of student learning, streamline the correction and feedback mechanism for exams, and unify evaluation criteria within the teaching team. The analysis of rubric results has allowed for the assessment of the degree of acquisition of concepts, techniques, and best practices that the course's learning objectives focus on. Detecting specific difficulties will enable the implementation of corrective actions during the ongoing teaching process. Additionally, advantages are evident in the feedback instances for students, as well as in administrative aspects such as the recording and processing of grades, tasks that in large courses increase the workload of the teaching team.