Examining student reflections from a constructively aligned introductory programming unit

Constructive alignment has been widely accepted as a strong pedagogical approach that promotes deep learning, however its application to programming units in higher education has not been widely reported. A constructively aligned introductory programming unit with portfolio assessment provides an opportunity for students to reflect on their learning. These re ections provide a rich source of information for educators looking to identify topical and pedagogical issues influencing student outcomes. In this work we applied thematic analysis to the re ective reports presented by students as part of their portfolio submission for an introductory programming unit. The analysis indicates several interesting aspects related to both topical and pedagogical issues. These results can be used to inform the development of constructively aligned programming units, and inform future research.