Investigation of Continuous Assessment of Correctness in Introductory Programming

Autor/inn/en	Ferreira, Deller James; da Silva, Hebert Coelho; Melo, Tatiane F. N.; Ambrósio, Ana Paula
Titel	Investigation of Continuous Assessment of Correctness in Introductory Programming
Quelle	In: Educational Technology & Society, 20 (2017) 3, S.182-194 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Introductory Courses; Programming; Teacher Student Relationship; Peer Relationship; Student Evaluation; Learning Processes; Management Systems; Competition; Comparative Analysis; Computer Science Education; Statistical Analysis; Questionnaires; Student Attitudes; Foreign Countries; Teacher Attitudes; Qualitative Research; Undergraduate Students; College Faculty; Brazil + Suchen Sie Ihr Suchwort? Einführungskurs; Programmierung; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Schulnote; Studentische Bewertung; Learning process; Lernprozess; Wettkampf; Computer science lessons; Informatikunterricht; Statistische Analyse; Fragebogen; Schülerverhalten; Ausland; Lehrerverhalten; Qualitative Forschung; Fakultät; Brasilien
Abstract	Teachers usually expect that any form of a continuous assessment (CA) should contribute significantly to the student learning process in introductory programming courses. To foster teachers to go beyond the current practices of a CA applied when to programming, from 2011 to 2014, we investigated the use of the Boca Online Contest Administrator (BOCA) system, an online judge used in programming marathons, and the CA of program correctness in the cohorts of an introductory programming course. Empirical results show that there is no significant difference between student's performance when comparing the cohorts that used a CA and did not use a CA, and when comparing the cohorts that used and did not used the BOCA system but used a CA. An in-depth analysis revealed the potential and limitations of the use of a CA and the BOCA system, unveiling the need for the adoption of assessment practices and environments that build cumulative knowledge through multiple means of assessment, allowing profitable interactions among students, and between students and their teacher regarding the students' solutions. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Sun Yat-sen University. Department of Information Management, 70, Lien-Hai Rd, Kaohsiung, 80424, Taiwan. Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01