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Grading students' programming and soft skills with open badges: A case study
ARTICLE

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British Journal of Educational Technology Volume 50, Number 2, ISSN 0007-1013 e-ISSN 0007-1013 Publisher: Wiley

Abstract

Well‐developed programming (technical) skills are very important for software engineers, information systems engineers and programmers in general. However, they must also possess relevant personal skills (soft skills) to be successful at the workplace (eg, collaboration, solving real‐world problems and communication). The latter, however, are rarely assessed and acknowledged in regular software engineering courses. This paper describes the results of a small case study involving an extracurricular Java programming course in which, in addition to knowledge and skills in relevant technologies, students' soft skills were also assessed. As part of the assessment, students have been awarded Open Badges. The study was exploratory in nature, aimed at examining Open Badges as a motivational mechanism, students' engagement in attaining soft skills and students' perception of soft skills and Open Badges. The results suggest that Open Badges may not be so effective in motivating students to complete the assignments nor attend the course, although students' perception of Open Badges is generally positive. Soft skills were generally perceived as important as hard skills. Students' engagement in attaining soft skills could be affected by assignment announcement time and its level of difficulty.

Citation

Tomić, B., Jovanović, J., Milikić, N., Devedžić, V., Dimitrijević, S., Đurić, D. & Ševarac, Z. (2019). Grading students' programming and soft skills with open badges: A case study. British Journal of Educational Technology, 50(2), 518-530. Wiley. Retrieved May 22, 2022 from .