Development of a Competence Model for Object-Oriented Programming

Development of a Competence Model for Object-Oriented Programming

Project Description

Cooperation with Informatics Education Research, Munich

Affected by the national results of PISA, in the past years lots of educational fields established the modelling of competences as one of their research focusses. The German Research Foundation (DFG) reacted by implementing the Priority Program 1293 "Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes", in which several topics from different educational fields were subsumed. In the last 7 years of Informatics Education research two projects addressed this topic. On the one hand the DFG-project MoKoM researched, how competences for Informatics Systems and Modeling could be described. On the other hand, KUI (granted by the federal ministry of education and research (BMBF)) analyzed, which competences future educators in the area of Informatics should possess. For further fields of content of empirically founded models are not known yet.

One possible field of content, which is quite relevant in german grammar school curricula as well as in introductory courses at universities, is the introduction to object-oriented programming (OOP). In schools, students learn via programming to understand, enhance or independently design informatic systems, which were beforehand analyzed and built for problem statements derived from their everyday lives. This also aims at evaluating the possibilities and limitations of these systems as well as systematically enhance their problem solving skills. Because of the practical relevance the introduction to programming using an object-oriented language is a very common approach at universities, too.

To understand the processes of teaching and learning in this field better and to make them accessible for a comparison on a larger scale, it is the aim of this project to develop a competence model for the secondary school field along with its assigned measuring instruments for a relevant part of the area of object-oriented programming. The acquisition of programming skills confronts beginners often with major problems, since the knowledge of programming language syntax and semantics, of handling the tools (e.g. integrated development environment), of programming plans and of problem solving have to be interconnected continuously. Such a competence model could also contribute in enhancing the processes of teaching and learning as well as the accompanying teaching materials.

Since latent structures such as competences reveal themselves e.g. through the solving of certain problems, typical tasks in the field of introductory programming in teaching books, hand-outs and introductory lectures will be analyzed and categorized regarding the required abilities to solve the task in a competent way. Based on this categorization a normative competence structure model will be derived. The sufficient completeness and correctness of this model will be confirmed by an evaluation of experts in the field of pedagogical content. By collaborating with representatives of psychology and psychometrics, the normative model will be transferred into a psychometric measuring model. This model will be the basis for upcoming items, which will be formulated, piloted, enhanced and finally tested on a representative cohort. The resulting findings will be enriched with the drawing of concept maps. The evaluation of the item quality features as well as the distinguishing of item difficulty and person ability will be done with the methods of Item Response Theory. The results will cover the previous findings on an empirical level.

Team Members

Prof. Dr. Torsten Brinda

Prof. Dr.

+49 201 18-37248
+49 201 18-36897
M.Ed. Mike Barkmin


+49 201 18-37246
+49 201 18-36897


  • Brinda, T.; Kramer, M.: Competency models in computing education. In: Tatnall, A. (Ed.): Encyclopedia of Education and Information Technologies. Springer, Cham 2019. doi:10.1007/978-3-319-60013-0_5-1 LABEL-FOR-eidrisexport
  • Striewe, M.; Kramer, M.: Empirische Untersuchungen von Lückentext-Items zur Beherrschung der Syntax einer Programmiersprache. In: Bergner, N.; Röpke, R.; Schroeder, U.; Krömker, D. (Ed.): Hochschuldidaktik der Informatik - HDI 2018. Universitätsverlag Potsdam, Potsdam 2018, p. 101-115. LABEL-FOR-eidrisexport
  • Kramer, M.; Barkmin, M.; Brinda, T.: Evaluating Submissions in Source Code Highlighting Tasks - Preliminary Considerations for Automatic Assessment. In: Mühling, A.; Cutts, Q.; Schwill, A. (Ed.): Proceedings of the 13th Workshop in Primary and Secondary Computing Education (WIPSCE 2018), Potsdam, Germany, 4.-6. Oktober 2018. ACM Press, New York 2018. doi:10.1145/3265757.3265775 LABEL-FOR-eidrisexport
  • Kramer, M.; Barkmin, M.; Tobinski, D.; Brinda, T.: Understanding the Differences Between Novice and Expert Programmers in Memorizing Source Code. In: Tatnall, A.; Webb, M. (Ed.): Tomorrow's Learning: Involving Everyone. Learning with and about Technologies and Computing 11th IFIP TC 3 World Conference on Computers in Education, WCCE 2017, Dublin, Ireland, July 3-6, 2017, Revised Selected Papers. Springer, Cham, Switzerland 2018, p. 630-639. doi:10.1007/978-3-319-74310-3_63 LABEL-FOR-eidrisexport
  • Barkmin, M.; Tobinski, D.; Kramer, M.; Brinda, T.: Code structure difficulty in OOP: an exploration study regarding basic cognitive processes. In: Proceedings of the 17th Koli Calling Conference on Computing Education Research . ACM Press, New York 2017, p. 185-186. doi:10.1145/3141880.3141913 LABEL-FOR-eidrisexport
  • Barkmin, M.; Kramer, M.; Tobinski, D.; Brinda, T.: Unterschiede beim Memorieren von Quelltexten zwischen NovizInnen und ExpertInnen der objektorientierten Programmierung. In: Diethelm, I. (Ed.): Informatische Bildung zum Verstehen und Gestalten der digitalen Welt (GI-Fachtagung "Informatik und Schule - INFOS 2017", 13.-15.09.2017 in Oldenburg). Köllen, Bonn 2017, p. 407-408. LABEL-FOR-eidrisexport
  • Kramer, M.; Samimi, V.; Brinda, T.: Entwicklung eines Online-Tools zur Bestimmung objektorientierter Programmierkompetenzen. In: Diethelm, I. (Ed.): Informatische Bildung zum Verstehen und Gestalten der digitalen Welt (GI-Fachtagung "Informatik und Schule - INFOS 2017", 13.-15.09.2017 in Oldenburg). Köllen, Bonn 2017, p. 425-426. LABEL-FOR-eidrisexport
  • Kramer, M.; Tobinski, D.; Brinda, T.: Modelling Competency in the Field of OOP: From Investigating Computer Science Curricula to Developing Test Items. In: International Federation for Information Processing (Ed.): Stakeholders and Information Technology in Education. Springer, Cham, Switzerland 2016, p. 37-46. LABEL-FOR-eidrisexport
  • Kramer, M.; Tobinski, D.; Brinda, T.: On the Way to a Test Instrument for Object-Oriented Programming Competencies. In: Proceedings of the 16th Koli Calling International Conference on Computing Education Research. ACM Press, New York 2016, p. 145-149. doi:10.1145/2999541.2999544 LABEL-FOR-eidrisexport
  • Kramer, M.; Hubwieser, P.; Brinda, T.: A Competency Structure Model of Object-Oriented Programming. In: 2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE). IEEE, Mumbai 2016, p. 1-8. LABEL-FOR-eidrisexport
  • Brinda, T.; Hubwieser, P.; Kramer, M.; Ruf, A.: Towards a Competency Model for Object-Oriented Programming. In: Dagiene, V; Schulte, C.; Jevsikova, T. (Ed.): Innovation and Technology in Computer Science Education - ITiCSE - 2015. ACM New York, NY, USA, 2015, p. 345-345. doi:10.1145/2729094.2754848 LABEL-FOR-eidrisexport
  • Kiesmüller, Ulrich: Prozessbegleitende automatisierte Identifizierung von Problemlösungsstrategien Lernender beim Lösen algorithmischer Probleme mit Programmierumgebungen in der Sekundarstufe I (3). Shaker Verlag, Aachen 2013. LABEL-FOR-eidrisexport
  • Brinda, T.; Puhlmann, H.; Schulte, C.: Bridging ICT and CS - Educational Standards for Computer Science in Lower Secondary Education. In: ACM (Ed.): Proceedings of the 2009 ACM SIGCSE Annual Conference on Innovation and Technology in Computer Science Education (14th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE 2009), Paris). ACM Press, New York 2009, p. 288-292. LABEL-FOR-eidrisexport
  • Schulte, C.; Brinda, T.: Beiträge der Objektorientierung zu einem Kompetenzmodell des informatischen Modellierens. In: Friedrich, S. (Ed.): Unterrichtskonzepte für informatische Bildung. Köllen, Bonn 2005, p. 137-148. LABEL-FOR-eidrisexport
  • Brinda, T.: Preparing educational standards in the field of object-oriented modelling. In: Magenheim, J.; Schubert, S. (Ed.): Informatics and student assessment. Concepts of empirical research and standardization of measurement in the area of didactics of informatics. Köllen, Bonn 2004, p. 11-22. LABEL-FOR-eidrisexport
  • Brinda, T.: Integration of new exercise classes into the informatics education in the field of object-oriented modelling. In: Education and Information Technolgies, Vol 9 (2004) No 2, p. 117-130. LABEL-FOR-eidrisexport
  • Brinda, T.: Didaktisches System für objektorientiertes Modellieren im Informatikunterricht der Sek. II (1). Fachbereich Elektrotechnik und Informatik, Universität Siegen 2004. LABEL-FOR-eidrisexport