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The Proceedings of the Information Systems Education Conference 2002: §242d
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| | Paper (refereed) IT Education: Best Practices
| | Recommended Citation: Sweeney, R B and W N Owen. Categorizing Ambiguity in Assignments: a Pilot Study. In The Proceedings of the Information Systems Education Conference 2002, v 19 (San Antonio): §242d. ISSN: 1542-7382.
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Categorizing Ambiguity in Assignments: a Pilot Study
Refereed
| | Robert B. Sweeney, Jr. [a1] [a2]
School of Computer and Information Sciences
University of South Alabama [u1] [u2]
Mobile, Alabama, USA [c1] [c2]
William N. Owen [a1] [a2]
School of Computer and Information Sciences
University of South Alabama [u1] [u2]
Mobile, Alabama, USA [c1] [c2]
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This paper reports the preliminary results of the development of a scale for rating the ambiguity level of computing assignments. Ambiguity is a constant factor in the educational landscape. Students are regularly exposed to ambiguous situations (instructions, test questions, problem specifications, etc.) and must deal with them according to their individual tolerance to ambiguity. The ability to rate assignments and produce a meaningful assessment of their ambiguity is helpful in understanding the relationships and impact of ambiguity on student learning. This research is part of an ongoing effort to understand these relationships, control them, and consequently improve student learning.
Keywords: ambiguity, ambiguity tolerance, ambiguity evaluation, learning objectives
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