Abstract
Students often face difficulties while learning object-oriented programming (OOP) concepts. Many papers have presented various assessment methods for diagnosing learning problems to improve the teaching of programming in computer science (CS) higher education. The research presented in this article illustrates that although max-min composition is a method to analyze and determine student learning problems, when performed on an OOP exam, it shows some limitations. The max-min composition may be suitable for multiple choice questions (MCQs), but it is not adequate for questions with a more complex structure, as in the OOP assessment. Therefore, the purpose of this research is to present the incorporation of a concept-effect propagation approach and the Handy Instrument for Course Level Assessment (HI-Class) approach to promote a modified valid analysis approach, the Achievement Degree Analysis (ADA). The ADA approach will diagnose students' problem outcomes and demonstrate its effectiveness within the context of an OOP course.