[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588353-105":59,"doc-detail-588353-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","rubric-for-the-qualitative-assessment-of-student-designed-snap-projects","Rubric for the Qualitative Assessment of Student-Designed Snap! Projects","","Evaluation of individual, student-designed Snap! programming projects remains difficult because appropriate tools are still limited. The study develops and validates a criterion-guided rating rubric tailored to novice learners. It starts from 36 student projects collected across three school years, then undergoes expert review and iterative refinement. Prospective teachers finally compare assessments with and without the rubric on ten Snap! projects, showing improved comparability, clearer differentiation by level, and more precise category-based result evaluation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/rubric-for-the-qualitative-assessment-of-student-designed-snap-projects/588353/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/rubric-for-the-qualitative-assessment-of-student-designed-snap-projects/588353.png","ImageObject",300,407,{"name":92,"@type":93},"Putri","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is a qualitative assessment rubric needed for student-designed Snap! projects?","Question",{"text":112,"@type":113},"The study notes that evaluating individual open-ended student projects is challenging and that existing tools are not yet sufficiently developed for criterion-guided qualitative assessment.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the rubric developed and validated?",{"text":117,"@type":113},"A rubric was designed based on a baseline dataset of 36 student projects, reviewed and evaluated by experts, and then improved and expanded after expert feedback.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the results of using the rubric in teacher evaluations?",{"text":121,"@type":113},"The rubric significantly improved the comparability of assessments, enabled clear differentiation of projects by level, and supported more precise evaluation of achieved results in specific rubric categories.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588353,1792378548,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Rubric for the qualitative assessment of student-designed  \nSnap! Projects  \nNicole Marmé1, Jens-Peter Knemeyer1, Alexandra Švedkijs1  \n1University of Education Heidelberg  \nDOI: 10.21585/ijcses.v7i3.226  \nAbstract  \nAn 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. @e 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 often Snap! projects of varying complexity, with and without the resulting rubric. @e 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 amore precise achieved result evaluation in particular rubric category.  \nKeywords: Computer science, rubric, qualitative assessment, learning outcomes, teaching materials, coding, programming languages, Snap!  \n1. Introduction  \nGlobal challenges and technological progress have brought about a heightened emphasis on information technology skills over the last two decades. @e demand for e-learning offers is constantly growing, especially for IT skills (mmb Institut, 2021). Digitization at all levels and global crises, such as the Covid-19 pandemic,  \nare intensifying discussions across Europe about which skills and abilities will be needed in the future to be able to participate in social life (European Commission. Directorate General for Communication., 2020) . Regarding digital competences in particular, competence requirements and necessary action steps for the next decades are being formulated nationally and internationally at various political levels (European Commission. Directorate General for Education, Youth, Sport and Culture., 2023). @e Council of the European Union highlights digital literacy as one of the eight key competences for lifelong learning in the 21st century (Publications Office of the European Union, 2019) . @e current framework on European Union digital citizenship competence DigComp 2.2 lists programming competence as one of the key competences (European Commission. Joint Research Centre., 2022). @e current approach to facing the challenges in Germany, for example, is to expand computer science lessons across all grades from fifth grade onwards. For the required strengthening of programming skills, the current educational plan for computer science recommends blockbased programming for the acquisition of basic knowledge and skills in programming, especially for beginners (Ministerium für Kultus, Jugend und Sport Baden-Württemberg, 2016a, 2016b) . @e use of block-based programming languages often goes hand in hand with the development of individual creative projects (Krugel & Ruf, 2020; Resnick, Silverman, et al., 2009; Resnick, 2014) . To successfully implement block-based programming languages in the classroom, a systematic approach is needed to evaluate such creative student projects. @ere are already some approaches to evaluating block-based programmes as will be discussed in section 2.2. However, most approaches deal with automated evaluation of the generated code. @is involves solving pre-designed test tasks and evaluating them autom","cbCaievGzOeTTJK6","https://ap.wps.com/l/cbCaievGzOeTTJK6","pdf",751501,27,"English","# Abstract\n# 1. Introduction\n# 2. Background\n## 2.1 Block-based programming for novices","[{\"question\":\"Why is a qualitative assessment rubric needed for student-designed Snap! projects?\",\"answer\":\"The study notes that evaluating individual open-ended student projects is challenging and that existing tools are not yet sufficiently developed for criterion-guided qualitative assessment.\"},{\"question\":\"How was the rubric developed and validated?\",\"answer\":\"A rubric was designed based on a baseline dataset of 36 student projects, reviewed and evaluated by experts, and then improved and expanded after expert feedback.\"},{\"question\":\"What were the results of using the rubric in teacher evaluations?\",\"answer\":\"The rubric significantly improved the comparability of assessments, enabled clear differentiation of projects by level, and supported more precise evaluation of achieved results in specific rubric categories.\"}]","Rubric for the Qualitative Assessment of Student-Designed Snap! Projects | PDF",1792065074,68]