Tool Design and Student Testing Behavior in an Introductory Java Course
Tool Design and Student Testing Behavior in an Introductory Java Course
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Java 入门课程中的工具设计和学生测试行为
DOI：
10.1145/2839509.2844641
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
James Midkiff
中科院分区：
文献类型：
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作者：
G. Braught;James Midkiff
本文在一门入门课程中考察了工具设计对学生测试行为的影响。考虑了两种工具：BlueJ和WebCAT。对BlueJ测试记录界面进行了小小的修改，以鼓励学生更深入地参与测试过程。使用修改后的BlueJ界面的学生提交的测试中，有更大比例的测试是正确的。此外，他们提交的解决方案包含更少的代码行，同时也同样完整和正确。有证据表明，使用这两个BlueJ版本的学生通常依赖Web-CAT来验证他们的解决方案方法，然后再测试方法本身。作为回应，我们提出了一个新的Web-CAT评分插件，我们相信它将更好地促进增量代码小测试开发风格。
This paper examines the effects of tool design on student testing behavior in an introductory course. Two tools are considered: BlueJ and WebCAT. A small modification was made to the BlueJ test recording interface to encourage students to engage more deeply in the testing process. A larger percentage of tests submitted by students using the modified BlueJ interface were correct. Further, the solutions they submitted contained fewer lines of code while being similarly complete and correct. Evidence is given that students using both BlueJ versions often rely on Web-CAT to validate their solution methods before testing the methods themselves. In response a new Web-CAT grading plug-in is proposed that we believe will better promote an incremental code-a-little test-a-little development style.