Abstract
Many computing education studies have reported poor learning outcomes in programming courses for novices. Yet methods for measuring students' ability to generate computer programs remains an open research problem. In this paper we review some limitations of existing approaches for assessing student programs. We then propose a set of valid and reliable metrics for the direct measurement of novices' program code. Distributions of each metric are given for student populations. The metrics can be utilised for both diagnostic and formative assessment. Examples of formative assessments are given and a new diagnostic metric is presented for Perkins' "stoppers" and "movers" learning styles. This metric captures the multi-dimensional distance of a student's program from a target solution. The metric can be used by instructors to triage a large set of submissions and to tailor formative feedback to individuals.
Original language | English |
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Title of host publication | Proceedings of the Thirteenth Australasian Computing Education Conference ACE2011 |
Place of Publication | Darlinghurst, Australia |
Publisher | Australian Computer Society |
Pages | 55-62 |
Volume | 114 |
ISBN (Print) | 9781920682941 |
Publication status | Published - 2011 |
Event | 13th Australasian Computing Education Conference - Perth, WA, Australia, Perth, Australia Duration: 17 Jan 2011 → 20 Jan 2011 Conference number: 13 |
Conference
Conference | 13th Australasian Computing Education Conference |
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Abbreviated title | ACE |
Country/Territory | Australia |
City | Perth |
Period | 17/01/11 → 20/01/11 |