A multi-national, multi-institutional study of assessment of programming skills of first-year CS students

ITiCSE-WGR 2001 - Working Group Reports from ITiCSE on Innovation and Technology in Computer Science Education

Volumn , Issue , 2001, Pages 125-140

  McCracken, Michael ^a   Almstrum, Vicki ^b   Diaz, Danny ^a   Guzdial, Mark ^a   Hagan, Dianne ^c   Kolikant, Yifat Ben David ^d   Laxer, Cary ^e   Thomas, Lynda ^f   Utting, Ian ^g   Wilusz, Tadeusz ^h  

^a GEORGIA INSTITUTE OF TECHNOLOGY   (United States)

^b UNIVERSITY OF TEXAS AT AUSTIN   (United States)

^c MONASH UNIVERSITY   (Australia)

^d WEIZMANN INSTITUTE OF SCIENCE   (Israel)

^e ROSE HULMAN INSTITUTE OF TECHNOLOGY   (United States)

^f ABERYSTWYTH UNIVERSITY   (United Kingdom)

^g UNIVERSITY OF KENT   (United Kingdom)

^h CRACOW UNIVERSITY OF ECONOMICS   (Poland)

Author keywords

[No Author keywords available]

Indexed keywords

COMPUTER PROGRAMMING; EDUCATION; EDUCATION COMPUTING; ENGINEERING EDUCATION; ENGINEERING RESEARCH; SOCIETIES AND INSTITUTIONS; TECHNOLOGY TRANSFER;

COMPREHENSIVE ASSESSMENT; EVALUATION CRITERIA; FURTHER WORKS; INTRODUCTORY COURSE; MULTI-NATIONALS; PROGRAMMING SKILLS; SCIENCE COMMUNITY; WORKING GROUPS;

STUDENTS;

EID: 84869137780     PISSN: None     EISSN: None     Source Type: Conference Proceeding    
DOI: 10.1145/572133.572137     Document Type: Conference Paper

References (11)

1. ACM & IEEE-CS Joint Task Force on Computing Curricula 2001 (2001). Computing Curricula 2001, Ironman Draft. Association for Computing Machinery and the Computer Society of the Institute of Electrical and Electronics Engineers. Available: http://www.acm.org/sigcse/cc2001 [2001, 5/16/01].
2. Beck, K. (2000). Xtreme Programming Explained: Embrace the Change. The XP Series, Addison-Wesley, 2000, Boston.
3. BlueJ (2001). Blue J, the Interactive Java Environment. Available: http://www.bluej.org. [24 July 2001].
4. Hambleton, R.K. (1996). Advances in Assessment Models, Methods, and Practices. In D.C. Berliner and R.C. Calfee (Eds.) Handbook of Educational Psychology. New York: Simon & Schuster Macmillan.
5. Linn, R. L., Baker. E. L., and Dunbar, S. B. (1991). Complex, performance-based assessment-Expectations and validation criteria. Educational Researcher, 20(8), pp. 15-21.
6. Mayer, R. E. (1981). A psychology of how novices learn computer programming. Computing Surveys, 1, pp. 121-141.
7. Pea, R. (1986). Language independent conceptual bugs in novice programming. Educational Computing Research, 2(1), pp. 25-36.
8. Soloway, E., Ehrlich, K., Bonar, J., & Greenspan, J. (1982). What do novices know about programming? In A. Badre and B. Shneiderman (Eds) Directions in Human-Computer Interactions, Norwood, NJ: Ablex, pp. 27-54.
9. Spohrer, J., & Soloway, E. (1986). Novice mistakes: Are the folk wisdoms correct? Communications of the ACM, 29(1), pp. 624-632.
10. Wiedenbeck, S., Ramalingam, V., Sarasamma, S. and Corritore, C.L. (1999). A comparison of the comprehension of object-oriented and procedural programs by novice programmers. Interacting With Computers. 11(3), March, pp. 255-282.
11. Wilson, B. C, & Shrock, S. (2001). Contributing to success in an introductory computer science course: A study of twelve factors. In I. Russell (Ed.), The Proceedings of the Thirty-second SIGCSE Technical Symposium on Computer Science Education. In SIGCSE Bulletin inroads. 33(1). pp. 184-188