Please use this identifier to cite or link to this item: http://hdl.handle.net/1822/52542

TitleAssessment frequency in introductory computer programming disciplines
Author(s)Brito, Miguel A.
de Sá-Soares, Filipe
KeywordsAssessment frequency
Computer programming
Constructivism
Learning
Novice students
Programming education
Issue date2014
PublisherPergamon-Elsevier Science Ltd
JournalComputers in Human Behavior
Abstract(s)Introductory computer programming disciplines commonly show a significant failure rate. Although several reasons have been advanced for this state of affairs, we argue that for a beginner student it is hard to understand the difference between know-about disciplines and know-how-to-do-it disciplines, such as computer programming. This leads to failure because when students understand they are not able to solve a programming problem it is usually too late to catch all the time meanwhile lost. In order to make students critically analyse their progress, instructors have to provide them with realistic indicators of their performance. To achieve this awareness and to trigger corrective actions in a timely manner there is a need to increase assessment frequency. This paper discusses how this can be done, analyses benefits of the proposed approach and presents data on the effects of changes in assessment frequency for a university first year course in fundamentals of computer programming.
TypeArticle
URIhttp://hdl.handle.net/1822/52542
DOI10.1016/j.chb.2013.07.044
ISSN0747-5632
Peer-Reviewedyes
AccessRestricted access (UMinho)
Appears in Collections:CAlg - Artigos em revistas internacionais/Papers in international journals

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