Knowledge assessment at the Faculty of Electrical Engineering and Computing

The article deals with the problem of assessing student knowledge in programming courses at the Department of Applied Computing of Faculty of Electrical Engineering and Computing, University of Zagreb, Croatia. It discusses the evolution of an assessment system from a simple midterm and homework based model to a more complex and better organized model in order to eliminate a negative backwash effect and to stimulate an active approach to learning. Various types of employed assessments are presented, their theoretical background discussed and the success of their implementation evaluated.