Assessing Student Learning in an Introductory Computer Science Course: Predictors of Success in Subsequent Computer Science Courses

评估学生在计算机科学入门课程中的学习:后续计算机科学课程成功的预测因素

基本信息

  • 批准号:
    1820794
  • 负责人:
  • 金额:
    $ 29.95万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Standard Grant
  • 财政年份:
    2018
  • 资助国家:
    美国
  • 起止时间:
    2018-10-01 至 2024-09-30
  • 项目状态:
    已结题

项目摘要

This project seeks to address a challenging issue in Computer Science (CS) education: determining the readiness of students who complete the introductory CS course to be successful in subsequent CS courses. Accurately assessing student learning in introductory programming courses is complex and challenging. Research studies suggest that many students who receive passing grades in their first programming class (CS1) are unprepared to succeed in subsequent classes in the CS curriculum. Several studies have reported failure rates of 30% or more in students' second programing course (CS2). This project seeks to improve methods for assessing student learning in CS1 and for identifying students who are likely to be able to succeed in CS2 and later courses. The results of the project could help advisors and instructors guide CS1 students in choosing an appropriate educational path. What is learned through this project's research agenda could apply not just to CS majors, but also to all students who need to learn about computer programming. Finding effective ways to assess student preparation may also help address the persistent underrepresentation of women and other groups of students in the CS major. Objective evidence that a student is likely to succeed in later courses might encourage that student to persist in the major, even if the student is not completely confident about being prepared.Some CS education researchers have recommended the use of laboratory exams in CS1 as a direct measure of students' programming ability. In this type of exam, students are asked to write a program in a closed-lab setting with a fixed time limit and access to a compiler. Other researchers assert that the primary objective of CS1 should not be to produce accomplished programmers, but rather to give students mastery of all the basic programming concepts. Still others suggest that CS1 should foster students' abstract reasoning abilities and should provide appropriate learning resources to promote development of more advanced skills. This project will investigate and provide evidence concerning these different points of view. Students in CS1 will complete a series of programming tasks in a controlled laboratory setting to assess their programming skills. They will also take written exams that assess their mastery of fundamental programming concepts and their level of abstract reasoning ability. The results from these assessments will be compared with students' subsequent performance in the following CS2 course. Evaluation of project outcomes will use standard quantitative statistical methods and qualitative data derived from interviews with selected students. In addition to performance in CS2, the evaluation criteria will include factors such as students' perceived levels of test anxiety and their overall pattern of performance on the various types of assessment. These evaluations will also consider subgroups of students according to gender, ethnicity, prior programming experience, and other factors. The results may provide important information about the applicability and equity of using different assessment methods as a primary means of measuring student learning of fundamental CS skills. Project research findings may benefit CS departments across the nation regarding successful introductory CS courses which foster the talent of a broad spectrum of students.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.
本项目旨在解决计算机科学(CS)教育中的一个具有挑战性的问题:确定完成计算机科学入门课程的学生是否准备好在后续的计算机科学课程中取得成功。准确地评估学生在编程入门课程中的学习情况是复杂且具有挑战性的。研究表明,许多在第一堂编程课(CS1)中获得及格分数的学生,在CS课程的后续课程中没有做好准备。一些研究报告说,学生的第二门编程课程(CS2)的不及格率为30%或更多。该项目旨在改进评估学生CS1学习的方法,并确定哪些学生有可能在CS2和以后的课程中取得成功。该项目的研究结果可以帮助顾问和教师指导CS1学生选择合适的教育路径。从这个项目的研究议程中学到的东西不仅适用于计算机科学专业的学生,也适用于所有需要学习计算机编程的学生。寻找有效的方法来评估学生的准备工作,也可能有助于解决女性和其他群体在计算机科学专业中一直代表性不足的问题。客观证据表明,一个学生很可能在以后的课程中取得成功,这可能会鼓励这个学生坚持所学专业,即使这个学生对自己的准备并不完全有信心。一些计算机科学教育研究者建议在计算机科学1中使用实验考试作为对学生编程能力的直接衡量。在这种类型的考试中,学生被要求在一个封闭的实验室环境中编写一个程序,有固定的时间限制,并且可以使用编译器。其他研究人员断言,CS1的主要目标不应该是培养有成就的程序员,而是让学生掌握所有基本的编程概念。还有人认为CS1应该培养学生的抽象推理能力,并提供适当的学习资源以促进更高级技能的发展。本项目将调查并提供有关这些不同观点的证据。CS1的学生将在受控的实验室环境中完成一系列编程任务,以评估他们的编程技能。他们还将参加笔试,以评估他们对基本编程概念的掌握程度和抽象推理能力的水平。这些评估的结果将与学生随后在CS2课程中的表现进行比较。项目成果的评估将使用标准的定量统计方法和从选定学生的访谈中获得的定性数据。除了CS2的表现外,评估标准将包括学生对考试焦虑的感知水平和他们在各种评估中的整体表现模式等因素。这些评估还将根据性别、种族、之前的编程经验和其他因素考虑学生的分组。研究结果可以提供重要的信息,说明使用不同的评估方法作为衡量学生基本计算机科学技能学习的主要手段的适用性和公平性。项目研究成果可能有利于CS部门在全国范围内成功的CS入门课程,培养广泛的学生的才能。该奖项反映了美国国家科学基金会的法定使命,并通过使用基金会的知识价值和更广泛的影响审查标准进行评估,被认为值得支持。

项目成果

期刊论文数量(1)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
Predicting Student Success in CS2: A Study of CS1 Exam Questions
预测学生在 CS2 中的成功:CS1 考试问题的研究
  • DOI:
    10.1145/3478431.3499276
  • 发表时间:
    2022
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Beck, Leland;Kraft, Patty;Chizhik, Alexander W.
  • 通讯作者:
    Chizhik, Alexander W.
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Leland Beck其他文献

Leland Beck的其他文献

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{{ truncateString('Leland Beck', 18)}}的其他基金

Cooperative Learning for Computer Organization and Assembly Language: Curriculum Development and Instructor Training Materials
计算机组织和汇编语言的合作学习:课程开发和教师培训材料
  • 批准号:
    1140614
  • 财政年份:
    2012
  • 资助金额:
    $ 29.95万
  • 项目类别:
    Standard Grant
Collaborative Research: Type 1: CE 21: Computing Principles for All Students' Success (ComPASS)
协作研究:类型 1:CE 21:所有学生成功的计算原理 (ComPASS)
  • 批准号:
    1138492
  • 财政年份:
    2011
  • 资助金额:
    $ 29.95万
  • 项目类别:
    Standard Grant
Cooperative Learning Methods for Java-Based CS1 Courses
基于Java的CS1课程的合作学习方法
  • 批准号:
    0442121
  • 财政年份:
    2005
  • 资助金额:
    $ 29.95万
  • 项目类别:
    Standard Grant
Collaborative Learning Methods for an Introductory Computer Programming Course
计算机编程入门课程的协作学习方法
  • 批准号:
    0127534
  • 财政年份:
    2002
  • 资助金额:
    $ 29.95万
  • 项目类别:
    Standard Grant
Data-Dependent Techniques For Statistical Database Security
统计数据库安全的数据依赖技术
  • 批准号:
    8202600
  • 财政年份:
    1982
  • 资助金额:
    $ 29.95万
  • 项目类别:
    Standard Grant
Distribution-Dependent Dynamic Storage Allocation Techniques
与分布相关的动态存储分配技术
  • 批准号:
    8019973
  • 财政年份:
    1981
  • 资助金额:
    $ 29.95万
  • 项目类别:
    Standard Grant

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合作研究:评估本科生在热物理和统计物理高级课程中的学习情况
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