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Factor analysis For most datasets, there was a single dominating factor with a large eigenvalue. Identifying that factor cannot really be done with the data available in this project, but several candidates come to mind. There are many factors other than academic ability and mastery of the domain that are likely to affect performance on an exam: memory, especially if the students were trying a cram-and-forget strategy; ability to work quickly; ability to handle pressure; ability to understand and follow written English instructions. It is possible to draw up a similar list of non-academic factors that are likely to affect performance in pracs. The most obvious factors are those that stem from the task itself: the ability to cope with the interface provided to the student in pracs. This usually includes a text editor, a compiler, and some mechanism for running programs. It may also include the ability to perform basic operating system functions, such as creating a directory or copying a file, and theoretical background knowledge about how the filesystem works. A student who does not understand what a "directory" or "folder" is may suffer as the semester progresses if it means that she cannot organise her prac work efficiently. It would be a mistake to overlook the other differences between pracs and exams. While taking an exam is an inherently solitary task, pracs are often social. Students may learn through interaction with peers; on the other hand, a shy student may feel exposed and uncomfortable. Of course, all students need to be able to interact with their prac demonstrator; a student who is too shy to ask for help is at a definite disadvantage. In this way, social skills may be considered to be modal competencies. Another modal factor --- it surely could not be called a competency --- is cheating. In general, it is much easier for a student to cheat without detection in a prac than it is in an exam. It is to be hoped that such activity is not sufficiently prevalent to make a large difference in the competency map for the subject, but the possibility that it has affected some marks cannot be ignored, and it must surely affect prac and exam marks differentially.

Concept mapping for introductory programming Thesis main page Introduction and background     Background: education     Assessment     Background: concept maps   Aims     Competency mapping     Benefits   Method and results     Data sets     Method     Results     Random data   Analysis and conclusions     Factor analysis     Cluster analysis     Methodological problems     A better test     Conclusion   Appendix I: Datasets Appendix II: Activities Appendix III: MDS coordinates Appendix IV: Data generation scripts   Bibliography

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