Developing assessment criteria for portfolio assessed introductory programming

Constructive alignment aims to improve learning outcomes by focusing on what the student does. This work examines the development of assessment criteria for an introductory programming unit that used portfolio assessment to implement constructive alignment. After initial setbacks, effective assessment criteria were identified which enabled quick, accurate, assessment of student portfolios. Pass rates improved over the period of the research, and portfolios for higher grades demonstrated students' ability to apply the concepts learnt and to carry out small research projects. The current state of the assessment criteria is presented, and the work continues through reflective teaching practice