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Narratives of Performance Assessment-Based Competency Testing for Measuring Students' Programming Competencies.

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Τίτλος: Narratives of Performance Assessment-Based Competency Testing for Measuring Students' Programming Competencies.
Συγγραφείς: Simanungkalit, Erwinsyah, Taringan, Jenny Sari, Husna, Mardhiatul, Siahaan, Djames
Πηγή: International Journal of Educational Narratives; 2026, Vol. 4 Issue 3, p988-1000, 13p
Θεματικοί όροι: Competency tests (Education), Computer programming education, Program transformation, Authentic assessment, Debugging, Algorithms, Educational evaluation, Computer software execution
Περίληψη: Background. Programming competence is a fundamental skill for students in information technology education. Despite its importance, assessment practices continue to rely predominantly on theoretical examinations that inadequately represent students' practical abilities to solve authentic programming problems. Purpose. This study aims to explore the narratives of performance assessment-based competency testing for measuring students' programming competencies through an authentic and comprehensive assessment model that captures both learning processes and performance outcomes. Method. This study employed a quantitative approach using a quasi-experimental design supported by a literature review. Performance assessment narratives were developed from students' competency test results using a structured rubric encompassing four dimensions: algorithm planning, code implementation, debugging, and program optimization. Results. The findings reveal narratives of students' programming competency development that are more comprehensive than those generated through conventional assessment methods. The performance assessment model demonstrated greater accuracy in evaluating authentic programming competencies. Students achieved the highest performance in code implementation, whereas debugging and program optimization emerged as the primary challenges. Furthermore, the assessment narratives provided deeper insights into students' critical thinking, problem-solving abilities, creativity, and the progression of their programming skills. Conclusion. he narratives generated through performance assessment-based competency testing offer an authentic and effective evaluation framework for measuring students' programming competencies. Beyond providing reliable evidence of learning outcomes, these narratives deliver meaningful feedback that supports continuous competency development and better prepares students to meet the professional demands of the information technology industry. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Educational Narratives is the property of Yayasan Adra Karima Hubbi and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Βάση Δεδομένων: Complementary Index
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DbLabel: Complementary Index
An: 196719519
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PubType: Academic Journal
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PreciseRelevancyScore: 1060.76245117188
IllustrationInfo
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  Label: Title
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  Data: Narratives of Performance Assessment-Based Competency Testing for Measuring Students' Programming Competencies.
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  Data: <searchLink fieldCode="AR" term="%22Simanungkalit%2C+Erwinsyah%22">Simanungkalit, Erwinsyah</searchLink><br /><searchLink fieldCode="AR" term="%22Taringan%2C+Jenny+Sari%22">Taringan, Jenny Sari</searchLink><br /><searchLink fieldCode="AR" term="%22Husna%2C+Mardhiatul%22">Husna, Mardhiatul</searchLink><br /><searchLink fieldCode="AR" term="%22Siahaan%2C+Djames%22">Siahaan, Djames</searchLink>
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  Data: International Journal of Educational Narratives; 2026, Vol. 4 Issue 3, p988-1000, 13p
– Name: Subject
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  Data: <searchLink fieldCode="DE" term="%22Competency+tests+%28Education%29%22">Competency tests (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+programming+education%22">Computer programming education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+transformation%22">Program transformation</searchLink><br /><searchLink fieldCode="DE" term="%22Authentic+assessment%22">Authentic assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Debugging%22">Debugging</searchLink><br /><searchLink fieldCode="DE" term="%22Algorithms%22">Algorithms</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+software+execution%22">Computer software execution</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background. Programming competence is a fundamental skill for students in information technology education. Despite its importance, assessment practices continue to rely predominantly on theoretical examinations that inadequately represent students' practical abilities to solve authentic programming problems. Purpose. This study aims to explore the narratives of performance assessment-based competency testing for measuring students' programming competencies through an authentic and comprehensive assessment model that captures both learning processes and performance outcomes. Method. This study employed a quantitative approach using a quasi-experimental design supported by a literature review. Performance assessment narratives were developed from students' competency test results using a structured rubric encompassing four dimensions: algorithm planning, code implementation, debugging, and program optimization. Results. The findings reveal narratives of students' programming competency development that are more comprehensive than those generated through conventional assessment methods. The performance assessment model demonstrated greater accuracy in evaluating authentic programming competencies. Students achieved the highest performance in code implementation, whereas debugging and program optimization emerged as the primary challenges. Furthermore, the assessment narratives provided deeper insights into students' critical thinking, problem-solving abilities, creativity, and the progression of their programming skills. Conclusion. he narratives generated through performance assessment-based competency testing offer an authentic and effective evaluation framework for measuring students' programming competencies. Beyond providing reliable evidence of learning outcomes, these narratives deliver meaningful feedback that supports continuous competency development and better prepares students to meet the professional demands of the information technology industry. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label:
  Group: Ab
  Data: <i>Copyright of International Journal of Educational Narratives is the property of Yayasan Adra Karima Hubbi and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edb&AN=196719519
RecordInfo BibRecord:
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        Value: 10.70177/ijen.v4i3.3510
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      – Code: eng
        Text: English
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        PageCount: 13
        StartPage: 988
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        Type: general
      – SubjectFull: Computer programming education
        Type: general
      – SubjectFull: Program transformation
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      – SubjectFull: Authentic assessment
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      – SubjectFull: Debugging
        Type: general
      – SubjectFull: Algorithms
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      – SubjectFull: Educational evaluation
        Type: general
      – SubjectFull: Computer software execution
        Type: general
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            – D: 01
              M: 05
              Text: 2026
              Type: published
              Y: 2026
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