New Horizons in the Assessment of Computer Science at School and Beyond

Giordano, Daniela; Maiorana, Francesco; Csizmadia, Andrew; Marsden, Simon; Riedesel, Charles; Mishra, Shitanshu; Vinikienė, Lina

doi:10.1145/2858796.2858801

Cited by 49 publications

(10 citation statements)

References 120 publications

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“…A3 [11] SolMiner: Mining Distinct Solutions in Programs A4 [12] Analyzing Students' Behavior in Blended Learning Environment for Programming Education A5 [13] Agile Principles Applied in Learning Contexts A6 [14] Introductory Programming: A Systematic Literature Review A7 [15] New Horizons in the Assessment of Computer Science at School and Beyond: Leveraging on the ViVA Platform A8 [16] The Boss Online Submission and Assessment System A9 [17] MOOBench: Towards Massive Open Online Workbench A10 [5] Development and implementation of a framework for training in competitive programming A11 [18] A Framework for Personalized Competitive Programming Training A12 [19] Online Judge Support for Programming Teaching A13 [20] A Programming Contest Strategy Guide A14 [21] UGrade: Autograder for Competitive Programming Using Contestant PC as Worker A15 [22] Codeflex: A Web-based Platform for Competitive Programming A16 [23] Proposal of a gamified virtual learning environment for computer programming courses A17 [24] Facilitating Course Assessment with a Competitive Programming Platform…”

Section: Fmentioning

confidence: 99%

Análisis de los componentes relacionados en programación competitiva: un mapeo sistemático de literatura

Oliva-Caipe,

Sinza-Diaz,

Guerrero-Calvache

2023

Rev. politec.

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La programación competitiva se aborda como un deporte mental en el que los participantes resuelven problemas algorítmicos y matemáticos mediante la programación. El objetivo principal de este artículo es determinar las características y elementos necesarios para el entrenamiento en programación competitiva, a través de un mapeo sistemático de la literatura basado en el protocolo de Petersen, Feldt y otros. Se identificaron un total de 128 estudios, de los cuales se seleccionaron 17 para el análisis de información, siguiendo el proceso descrito en el presente documento. Como resultado, se logra conocer los aspectos relevantes relacionados con la programación competitiva y su aprendizaje, incluyendo conceptos como jueces, plataformas, veredictos, tipos de ejercicios, metodologías aplicadas y la importancia de la práctica y participación en competencias de programación. Estas investigaciones permitieron responder a seis interrogantes planteados, concluyendo la importancia de establecer un marco de trabajo para el entrenamiento en programación competitiva. Competitive programming is approached as a mental sport in which participants solve algorithmic and mathematical problems through programming. The main objective of this article is to determine the characteristics and elements necessary for training in competitive programming, through a systematic mapping of the literature based on the Petersen, Feldt et al. protocol. A total of 128 studies were identified, of which 17 were selected for information analysis, following the process described in this document. As a result, it is possible to know the relevant aspects related to competitive programming and its learning, including concepts such as judges, platforms, verdicts, types of exercises, applied methodologies and the importance of practice and participation in programming competitions. This research allowed us to answer six questions, concluding the importance of establishing a framework for training in competitive programming.

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Section: Fmentioning

confidence: 99%

Análisis de los componentes relacionados en programación competitiva: un mapeo sistemático de literatura

Oliva-Caipe,

Sinza-Diaz,

Guerrero-Calvache

2023

Rev. politec.

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“…The Basic Data Structures Inventory (BDSI) has the most extensive empirical work, which covers some basic data structures and algorithm runtime analysis concepts, and was developed as a concept inventory [66]. Question banks also contain instructor-submitted questions that cover advanced topics [16,72]. Moreover, the OpenDSA project [15,75] that was mentioned earlier as well as visual algorithm simulation exercises in general [36] provide a meaningful way to assess and give immediate feedback for students solving tracing exercises on data structures.…”

Section: Assessments In Computingmentioning

confidence: 99%

Differentiated Assessments for Advanced Courses that Reveal Issues with Prerequisite Skills

Nelson

Strömbäck

Korhonen

et al. 2020

Proceedings of the Working Group Reports on Innovation and Technology in Computer Science Education

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Computing learners may not master basic concepts, or forget them between courses or from infrequent use. Learners also often struggle with advanced computing courses, perhaps from weakness with prerequisite concepts. One underlying challenge for researchers and instructors is determining the reason why a learner gets an advanced question wrong. Was the wrong answer because the learner lacked prerequisite skills, has not mastered the advanced skill, or some combination of the two? We contribute a design investigation into how to create differentiated questions which diagnose prerequisite and advanced skills at the same time. We focused on tracing and related skills as prerequisites, and on advanced object-oriented programming, concurrency, algorithm and data structures as the advanced skills. We conducted an inductive qualitative analysis of existing assessment questions from instructors and from a concept inventory with a validity argument (the Basic Data Structures Inventory). We found dependencies on a variety of prerequisite knowledge and mixed potential for diagnosing difficulties with prerequisites. Inspired by this analysis, we developed examples

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“…This categorisation has been adopted by Computing At School in the UK in developing guidance for teachers on computational thinking (Csizmadia et al, 2015). Similarly, this approach was adopted by both Giordano et al (2015) and Dagienė et al (2017) in design of a framework for classifying computational thinking skills and computing concepts.…”

Section: Computational Thinking (Ct): Skills Levelmentioning

confidence: 99%

Integrating the Constructionist Learning Theory with Computational Thinking Classroom Activities

Csizmadia¹,

Standl²,

Waite³

2019

Informatics in Education

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In computer science education at school, computational thinking has been an emerging topic over the last decade. Even though, computational thinking is interpreted and integrated in classrooms in different ways, an identification process about what computational thinking is about has been in progress among computer science schoolteachers and computer science education researchers since Wing's initial paper on the characteristics of computational thinking. On the other hand, the constructionist learning theory by Papert, based on constructivism and Piaget, has a long tradition in computer science education for describing the students' learning process by hands-on activities. Our contribution, in this paper, is to present a new mapping tool which can be used to review classroom activities in terms of both computational thinking and constructionist learning. For the tool, we have reused existing definitions of computer science concepts and computational thinking concepts and combined these with our new constructionism matrix. The matrix's most notable feature is its scale of learners' autonomy. This scale represents the degree of choices learners have at each stage of development of their artefact. To develop the scale definitions, we trialed the mapping tool, coding twenty-one popular international computing activities for pupils aged 5 to 11 (K-5). From our trial, we have shown that we can use the mapping tool, with a moderate to high degree of reliability across coders, to analyse classroom activities with regard to computational thinking and constructionism, however, further validation is needed to establish its usefulness. Despite a small number of activities (n = 21) being analysed with our mapping tool, our preliminary results showed several interesting findings. Firstly, that learner autonomy was low for defining the problem and developing their own design. Secondly that the activity type (such as lesson plan rather than online activity) or artefact created (such as physical artefact rather than onscreen activity or unplugged activity), rather than the computational thinking or computer science concept being taught was related to learner autonomy. This provides some tentative evidence, which may seem obvious, that the learning context rather than the learning content is related to degree of constructionism of an activity and that computational thinking per se may not be related to constructionism. However, further work is needed on a larger number of activities to verify and validate this suggestion.

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New Horizons in the Assessment of Computer Science at School and Beyond

Cited by 49 publications

References 120 publications

Análisis de los componentes relacionados en programación competitiva: un mapeo sistemático de literatura

Análisis de los componentes relacionados en programación competitiva: un mapeo sistemático de literatura

Differentiated Assessments for Advanced Courses that Reveal Issues with Prerequisite Skills

Integrating the Constructionist Learning Theory with Computational Thinking Classroom Activities

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