An Australasian study of reading and comprehension skills in novice programmers, using the bloom and SOLO taxonomies

摘要: In this paper we report on a multiinstitutional investigation into the reading and comprehension skills of novice programmers. This work extends previous studies (Lister 2004, McCracken 2001) by developing question set within two key pedagogical frameworks: Bloom SOLO taxonomies. From framework analysis some interesting emergent patterns relating cognitive level questions to student performance have been identified.