Towards a Common Instrument for Measuring Prior Programming Knowledge

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

Standard

Towards a Common Instrument for Measuring Prior Programming Knowledge. / Duran, Rodrigo; Rybicki, Jan-Mikael; Hellas, Arto; Suoranta, Sanna.

ITiCSE 2019 - Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education. ACM, 2019. p. 443-449.

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

Harvard

Duran, R, Rybicki, J-M, Hellas, A & Suoranta, S 2019, Towards a Common Instrument for Measuring Prior Programming Knowledge. in ITiCSE 2019 - Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education. ACM, pp. 443-449, Annual Conference on Innovation and Technology in Computer Science Education, Aberdeen, United Kingdom, 15/07/2019. https://doi.org/10.1145/3304221.3319755

APA

Duran, R., Rybicki, J-M., Hellas, A., & Suoranta, S. (2019). Towards a Common Instrument for Measuring Prior Programming Knowledge. In ITiCSE 2019 - Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education (pp. 443-449). ACM. https://doi.org/10.1145/3304221.3319755

Vancouver

Duran R, Rybicki J-M, Hellas A, Suoranta S. Towards a Common Instrument for Measuring Prior Programming Knowledge. In ITiCSE 2019 - Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education. ACM. 2019. p. 443-449 https://doi.org/10.1145/3304221.3319755

Author

Duran, Rodrigo ; Rybicki, Jan-Mikael ; Hellas, Arto ; Suoranta, Sanna. / Towards a Common Instrument for Measuring Prior Programming Knowledge. ITiCSE 2019 - Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education. ACM, 2019. pp. 443-449

Bibtex - Download

@inproceedings{f1f9dd09a93d4eee869c30ea10ffe5cd,
title = "Towards a Common Instrument for Measuring Prior Programming Knowledge",
abstract = "Computing education researchers and educators use a wide range of approaches for measuring students' prior knowledge in programming. Such measurement can help adapt the learning goals and assessment tools for groups of learners at different skills levels and backgrounds. There seems to be no consensus on if and how prior programming knowledge should be measured. Traditional background surveys are often ad-hoc or non-standard, which do not allow comparison of results between different course contexts, levels, and learner groups. Moreover, surveys may yield inaccurate information and may not be useful due to lack of detail. In contrast, tests can provide much higher detail and accuracy than surveys about student knowledge or skills, but large-scale tests are typically very time-consuming or impractical to arrange. To bridge the gap between ad-hoc surveys and standardized tests, we propose and evaluate a novel self-evaluation instrument for measuring prior programming knowledge in introductory programming courses. This instrument investigates in higher detail typical course concepts in programming education considering the different levels of proficiency. Based on a sample of two thousand introductory programming course students, our analysis shows that the instrument is internally consistent, correlates with traditional background information metrics and identifies students of varying programming backgrounds.",
keywords = "Self-evaluation, assessment, CS1, introductory programming, prior experience",
author = "Rodrigo Duran and Jan-Mikael Rybicki and Arto Hellas and Sanna Suoranta",
year = "2019",
month = "7",
day = "1",
doi = "10.1145/3304221.3319755",
language = "English",
pages = "443--449",
booktitle = "ITiCSE 2019 - Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education",
publisher = "ACM",

}

RIS - Download

TY - GEN

T1 - Towards a Common Instrument for Measuring Prior Programming Knowledge

AU - Duran, Rodrigo

AU - Rybicki, Jan-Mikael

AU - Hellas, Arto

AU - Suoranta, Sanna

PY - 2019/7/1

Y1 - 2019/7/1

N2 - Computing education researchers and educators use a wide range of approaches for measuring students' prior knowledge in programming. Such measurement can help adapt the learning goals and assessment tools for groups of learners at different skills levels and backgrounds. There seems to be no consensus on if and how prior programming knowledge should be measured. Traditional background surveys are often ad-hoc or non-standard, which do not allow comparison of results between different course contexts, levels, and learner groups. Moreover, surveys may yield inaccurate information and may not be useful due to lack of detail. In contrast, tests can provide much higher detail and accuracy than surveys about student knowledge or skills, but large-scale tests are typically very time-consuming or impractical to arrange. To bridge the gap between ad-hoc surveys and standardized tests, we propose and evaluate a novel self-evaluation instrument for measuring prior programming knowledge in introductory programming courses. This instrument investigates in higher detail typical course concepts in programming education considering the different levels of proficiency. Based on a sample of two thousand introductory programming course students, our analysis shows that the instrument is internally consistent, correlates with traditional background information metrics and identifies students of varying programming backgrounds.

AB - Computing education researchers and educators use a wide range of approaches for measuring students' prior knowledge in programming. Such measurement can help adapt the learning goals and assessment tools for groups of learners at different skills levels and backgrounds. There seems to be no consensus on if and how prior programming knowledge should be measured. Traditional background surveys are often ad-hoc or non-standard, which do not allow comparison of results between different course contexts, levels, and learner groups. Moreover, surveys may yield inaccurate information and may not be useful due to lack of detail. In contrast, tests can provide much higher detail and accuracy than surveys about student knowledge or skills, but large-scale tests are typically very time-consuming or impractical to arrange. To bridge the gap between ad-hoc surveys and standardized tests, we propose and evaluate a novel self-evaluation instrument for measuring prior programming knowledge in introductory programming courses. This instrument investigates in higher detail typical course concepts in programming education considering the different levels of proficiency. Based on a sample of two thousand introductory programming course students, our analysis shows that the instrument is internally consistent, correlates with traditional background information metrics and identifies students of varying programming backgrounds.

KW - Self-evaluation

KW - assessment

KW - CS1

KW - introductory programming

KW - prior experience

U2 - 10.1145/3304221.3319755

DO - 10.1145/3304221.3319755

M3 - Conference contribution

SP - 443

EP - 449

BT - ITiCSE 2019 - Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education

PB - ACM

ER -

ID: 38612127