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Test smells are commonly perceived as having a negative impact on software maintainability and correctness. Research has shown that Assertion Roulette is the most pervasive smell in industrial and open-source systems. However, some recent studies argue that the impact of Assertion Roulette is not as severe as previously believed, and developers usually consider it acceptable.The controversy over the impact of Assertion Roulette also exists in the area of testing education. To assess the impact of Assertion Roulette, we conducted a controlled empirical study with 42 CS students. We recruited participants from two populations, CS1 and a graduate testing course, to see what role experience may have in terms of this test smell's impact. Participants were tasked with implementing a project in Java that passes provided JUnit tests. Through analysis of student-authored source code, we measured the impact of Assertion Roulette using code quality measures and testing behavior measures. Our findings show that the impact of Assertion Roulette on students in this study was minimal. Though students with exposure to the test smell began testing significantly later, they performed similarly in terms of programming quality measures. Thus, it would seem the Assertion Roulette smell is no longer a smell at all, even for less experienced populations like students.

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Computer science educators seek to understand the types of mistakes that students make when learning a new (programming) language so that they can help students avoid those mistakes in the future. While educators know what mistakes students regularly make in languages such as C and Python, students struggle with SQL and regularly make mistakes when working with it. We present an analysis of mistakes that students made when first working with SQL, classify the types of errors introduced, and provide suggestions on how to avoid them going forward. In addition, we present an automated tool, SQLRepair, that is capable of repairing errors introduced by undergraduate programmers when writing SQL queries. Our results show that students find repairs produced by our tool comparable in understandability to queries written by themselves or by other students, suggesting that SQL repair tools may be useful in an educational context. We also provide to the community a benchmark of SQL queries written by the students in our study that we used for evaluation of SQLRepair.