TY - JOUR AB - The reform of the European academic landscape with the introduction of bachelor's and master's degree programs has brought about several profound changes for teaching and assessment in higher education. With regard to the examination system, the shift towards output-oriented teaching is still one of the most significant challenges. Assessments have to be integrated into the teaching and learning arrangements and consistently aligned towards the intended learning outcomes. In particular, assessments should provide valid evidence that learners have acquired competences that are relevant for a specific domain. However, it seems that this didactic goal has not yet been fully achieved in modeling education in computer science. The aim of this study is to investigate whether typical task material used in exercises and exams in modeling education at selected German universities covers relevant competences required for graphical modeling. For this purpose, typical tasks in the field of modeling are first identified by means of a content-analytical procedure. Subsequently, it is determined which competence facets relevant for graphical modeling are addressed by the task types. By contrasting a competence model for modeling with the competences addressed by the tasks, a gap was identified between the required competences and the task material analyzed. In particular, the gap analysis shows the neglect of transversal competence facets as well as those related to the analysis and evaluation of models. The result of this paper is a classification of task types for modeling education and a specification of the competence facets addressed by these tasks. Recommendations for developing and assessing student's competences comprehensively are given. AU - Soyka, Chantal AU - Ullrich, Meike AU - Striewe, Michael AU - Schaper, Niclas ID - 47065 JF - Enterprise Modelling and Information Systems Architectures KW - conceptual modeling KW - higher education KW - competence-oriented assessment KW - task analysis KW - graphical modeling TI - Comparison of Required Competences and Task Material in Modeling Education VL - 18 ER - TY - JOUR AB - Modeling is an integral part of many computing-related disciplines and thus also represents a curricular core component in computing education in tertiary education. Competence models in which modeling is integrated at least to some extent already exist in some of these disciplines. However, for the core component of graphical modeling, a competence model that illuminates the relevant competences in detail is still lacking. Therefore, we develop a competence model for graphical modeling with the aim to make teaching and especially assessments in the field more competence-oriented. This paper reports on the first two studies conducted to develop and validate the competence model for graphical modeling. In the first study, the structure of the competence model was developed based on theories and approaches of educational science. Competences relevant for graphical modeling were deductively derived from literature and existing university course descriptions using techniques of qualitative content analysis. The result of the first study is a preliminary competence model. In the second study, the preliminary competence model was reviewed by means of an expert rating in the modeling community. The competence model was revised and refined based on these findings and subsequent expert discussions. The main result of the investigation represents the competence model for graphical modeling (CMGM), which includes a total of 74 competence facets at different cognitive process levels in the five content areas of ”model understanding and interpreting”, ”model building and modifying”, ”values, attitudes, and beliefs”, ”metacognitive knowledge and skills”, and ”social-communicative skills”. AU - Soyka, Chantal AU - Schaper, Niclas AU - Bender, Elena AU - Striewe, Michael AU - Ullrich, Meike ID - 33839 IS - 1 JF - ACM Transactions on Computing Education KW - graphical modeling KW - conceptual modeling KW - computer science KW - competence model KW - higher education TI - Toward a Competence Model for Graphical Modeling VL - 23 ER - TY - JOUR AU - Becker, Jörg AU - Beverungen, Daniel AU - Knackstedt, Ralf AU - Matzner, Martin AU - Müller, Oliver AU - Pöppelbuss, Jens ID - 4699 IS - 1 JF - Scandinavian Journal of Information Systems KW - Business process management KW - Conceptual modeling KW - Interaction routines KW - Modular design KW - Service networks KW - Social construction SN - 09050167 TI - Designing interaction routines in service networks: A modularity and social construction-based approach ER -