On the public citation graph
First Year Courses in IT: A Bloom Rating
0 signed · 22 inferred · view as graph
Inferred edges come from two machine sources: sweeps of open repository metadata (mostly SSRN and Zenodo), and a bulk OpenAlex citation snapshot. Every row below is labelled with the one it came from. Neither is a complete citation index — absence here is not evidence of absence.
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1080/0899340042000303465openalex-snapshot
Comparing Course Assessments: When Lower is Higher and Higher, Lower
inferredcites →https://doi.org/10.1145/236452.236545openalex-snapshot
Felder's learning styles, Bloom's taxonomy, and the Kolb learning cycle
inferredcites →https://doi.org/10.1145/236452.236549openalex-snapshot
Requirements for a computer science curriculum emphasizing information technology
inferredcites →https://doi.org/10.1145/330908.331860openalex-snapshot
A fundamentals-based curriculum for first year computer science
inferredcites →https://doi.org/10.1145/331795.331860openalex-snapshot
A fundamentals-based curriculum for first year computer science
inferredcites →https://doi.org/10.1145/364447.364605openalex-snapshot
Objectives and objective assessment in CS1
inferredcites →https://doi.org/10.1145/366413.364605openalex-snapshot
Objectives and objective assessment in CS1
inferredcites →https://doi.org/10.1145/611892.611954openalex-snapshot
Introductory programming, criterion-referencing, and bloom
inferredcites →https://doi.org/10.1145/611953.611954openalex-snapshot
Introductory programming, criterion-referencing, and bloom
inferredcites →https://doi.org/10.17705/1cais.01101openalex-snapshot
IS 2002 Model Curriculum and Guidelines for Undergraduate Degree Programs in Information Systems
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
inferred← citeshttps://doi.org/10.1002/cae.22339openalex-snapshot
Bloom's taxonomy: A beneficial tool for learning and assessing students’ competency levels in computer programming using empirical analysis
inferred← citeshttps://doi.org/10.1007/978-3-319-73204-6_61openalex-snapshot
Using Fault Injection for Programming Task Generation
inferred← citeshttps://doi.org/10.1016/j.compedu.2015.09.012openalex-snapshot
Using online assessments to stimulate learning strategies and achievement of learning goals
inferred← citeshttps://doi.org/10.1109/access.2019.2916979openalex-snapshot
A Rule-Based Method for Cognitive Competency Assessment in Computer Programming Using Bloom’s Taxonomy
inferred← citeshttps://doi.org/10.1109/fie.2018.8658852openalex-snapshot
Separation of syntax and problem solving in Introductory Computer Programming
inferred← citeshttps://doi.org/10.1111/dsji.12202openalex-snapshot
Increasing Student Accounting Self‐Efficacy, Interest, and Knowledge Using the DuPont Model
inferred← citeshttps://doi.org/10.1111/j.1365-2729.2010.00363.xopenalex-snapshot
Adaptive assessment of student's knowledge in programming courses
inferred← citeshttps://doi.org/10.28945/4526openalex-snapshot
Adaptive Learning Technology Relationship with Student Learning Outcomes
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