Classroom Assessment Tools for Introductory Programming Instruction

本项目开发教学材料来支持入门编程的课堂教学。这些教材是对现有课程的补充，以鼓励学生更多地参与和理解，并与许多教学风格和教学模式兼容。方法是将各种课堂评估技术(CATS)[Angelo和Cross 1993]专业化，用于入门编程课程。CATS为学生提供了一种机制，让学生就教师的教学、课程材料和他们自己的学习向教师提供反馈。CATS还可以通过让学生参与课堂活动来为他们创造更积极的学习体验。在这个项目中开发的CATS将在华盛顿大学的计算机科学入门课程中进行评估。这些材料的目标包括：在计算机入门课程中为学生提供积极的学习体验，为教师提供一种评估学生的手段，了解入门编程的概念，并拓宽学生与教师之间的交流渠道。将构建课堂评估技术和支持技术来实现这些目标。该项目的可交付成果是：-用于基于C/C++或Java的CS1/CS2课程的课堂评估工具。-为教师提供的关于如何在课堂上使用个人评估的初步使用说明。-为课堂评估提供技术支持的原型工作。这些材料将通过UW的四个季度的课堂使用进行评估。在项目结束时，课堂评估工具将可供其他教师使用。分发机制将在网上发布可用的材料，供教师下载。

This project develops instructional materials to support in-class instruction of introductory programming. The materials supplement existing curricula to encourage greater student participation and understanding and are compatible with many teaching styles and modes of instruction. The approach is to specialize various Classroom Assessment Techniques (CATs) [Angelo and Cross 1993] for use in introductory programming classes. CATs provide a mechanism for students to supply feedback to the instructor about the instructor's teaching, about the course material, and about their own learning. CATs can also be used to create more active learning experiences for students by engaging them in classroom activities. The CATs developed in this project will be evaluated in introductory computer science courses at the University of Washington. The goals for the materials include: to provide active learning experiences for students in introductory computing courses, to provide instructors a means to assess students, understanding of introductory programming concepts, and to widen the communication channel between students and the instructor. Classroom Assessment Techniques and supporting technology will be constructed to accomplish these goals. The deliverables for this project are: - Classroom assessment tools for use in CS1/CS2 courses based on either C/C++ or Java. - Preliminary usage notes for instructors on how to use individual assessments in class. - Prototype work on technological support for classroom assessments. The materials will be evaluated through four quarters of classroom use at UW. At the end of the project, the classroom assessment tools will be made available for other instructors to use. The distribution mechanism will be to publish the materials available on the web for instructors to download them.