Exploring the value of student self-evaluation in introductory programming

Research output: Chapter in Book/Report/Conference proceedingConference contributionScientificpeer-review

Standard

Exploring the value of student self-evaluation in introductory programming. / Duran, Rodrigo; Rybicki, Jan Mikael; Sorva, Juha; Hellas, Arto.

ICER 2019 - Proceedings of the 2019 ACM Conference on International Computing Education Research. ACM, 2019. p. 121-130.

Research output: Chapter in Book/Report/Conference proceedingConference contributionScientificpeer-review

Harvard

Duran, R, Rybicki, JM, Sorva, J & Hellas, A 2019, Exploring the value of student self-evaluation in introductory programming. in ICER 2019 - Proceedings of the 2019 ACM Conference on International Computing Education Research. ACM, pp. 121-130, ACM Conference on International Computing Education Research, Toronto, Canada, 12/08/2019. https://doi.org/10.1145/3291279.3339407

APA

Duran, R., Rybicki, J. M., Sorva, J., & Hellas, A. (2019). Exploring the value of student self-evaluation in introductory programming. In ICER 2019 - Proceedings of the 2019 ACM Conference on International Computing Education Research (pp. 121-130). ACM. https://doi.org/10.1145/3291279.3339407

Vancouver

Duran R, Rybicki JM, Sorva J, Hellas A. Exploring the value of student self-evaluation in introductory programming. In ICER 2019 - Proceedings of the 2019 ACM Conference on International Computing Education Research. ACM. 2019. p. 121-130 https://doi.org/10.1145/3291279.3339407

Author

Duran, Rodrigo ; Rybicki, Jan Mikael ; Sorva, Juha ; Hellas, Arto. / Exploring the value of student self-evaluation in introductory programming. ICER 2019 - Proceedings of the 2019 ACM Conference on International Computing Education Research. ACM, 2019. pp. 121-130

Bibtex - Download

@inproceedings{c2ebad874c254cb4969bff135413bebd,
title = "Exploring the value of student self-evaluation in introductory programming",
abstract = "Programming teachers have a strong need for easy-to-use instruments that provide reliable and pedagogically useful insights into student learning. Currently, no validated tools exist for rapidly assessing student understanding of basic programming knowledge. Concept inventories and the SCS1 questionnaire can offer great benefits; this article explores the additional value that may be gained from relatively simple self-evaluation metrics. We apply a lightweight self-evaluation instrument (SEI) in an introductory programming course and compare the results to existing performance measures, such as examination grades and the SCS1. We find that the SEI has a similar correlation with a program-writing examination as the SCS1 does, although both instruments correlate only moderately with the examination and each other. Furthermore, students are much more likely to voluntarily answer the lightweight SEI than SCS1. Overall, our results suggest that both the SEI and other instruments need to be greatly improved and outline future work towards that end.",
keywords = "Assessment, CS1, Introductory programming, Self-evaluation",
author = "Rodrigo Duran and Rybicki, {Jan Mikael} and Juha Sorva and Arto Hellas",
year = "2019",
month = "7",
day = "30",
doi = "10.1145/3291279.3339407",
language = "English",
pages = "121--130",
booktitle = "ICER 2019 - Proceedings of the 2019 ACM Conference on International Computing Education Research",
publisher = "ACM",

}

RIS - Download

TY - GEN

T1 - Exploring the value of student self-evaluation in introductory programming

AU - Duran, Rodrigo

AU - Rybicki, Jan Mikael

AU - Sorva, Juha

AU - Hellas, Arto

PY - 2019/7/30

Y1 - 2019/7/30

N2 - Programming teachers have a strong need for easy-to-use instruments that provide reliable and pedagogically useful insights into student learning. Currently, no validated tools exist for rapidly assessing student understanding of basic programming knowledge. Concept inventories and the SCS1 questionnaire can offer great benefits; this article explores the additional value that may be gained from relatively simple self-evaluation metrics. We apply a lightweight self-evaluation instrument (SEI) in an introductory programming course and compare the results to existing performance measures, such as examination grades and the SCS1. We find that the SEI has a similar correlation with a program-writing examination as the SCS1 does, although both instruments correlate only moderately with the examination and each other. Furthermore, students are much more likely to voluntarily answer the lightweight SEI than SCS1. Overall, our results suggest that both the SEI and other instruments need to be greatly improved and outline future work towards that end.

AB - Programming teachers have a strong need for easy-to-use instruments that provide reliable and pedagogically useful insights into student learning. Currently, no validated tools exist for rapidly assessing student understanding of basic programming knowledge. Concept inventories and the SCS1 questionnaire can offer great benefits; this article explores the additional value that may be gained from relatively simple self-evaluation metrics. We apply a lightweight self-evaluation instrument (SEI) in an introductory programming course and compare the results to existing performance measures, such as examination grades and the SCS1. We find that the SEI has a similar correlation with a program-writing examination as the SCS1 does, although both instruments correlate only moderately with the examination and each other. Furthermore, students are much more likely to voluntarily answer the lightweight SEI than SCS1. Overall, our results suggest that both the SEI and other instruments need to be greatly improved and outline future work towards that end.

KW - Assessment

KW - CS1

KW - Introductory programming

KW - Self-evaluation

UR - http://www.scopus.com/inward/record.url?scp=85071294442&partnerID=8YFLogxK

U2 - 10.1145/3291279.3339407

DO - 10.1145/3291279.3339407

M3 - Conference contribution

SP - 121

EP - 130

BT - ICER 2019 - Proceedings of the 2019 ACM Conference on International Computing Education Research

PB - ACM

ER -

ID: 38581812