Online coding event as a formative assessment tool in introductory programming and algorithmic courses—An exploration study

Abstract

Information technology is an integral part of current education, even in noncomputer disciplines. As the role of Information technology-based education tools is recognized as significant in the education of millennial learners, there is a development of different types of tools and techniques in education. Usage of such tools in content delivery and assessment has been found to improve student engagement and active learning. When looking for unique tools to practice and assess computer programming and algorithmic courses, online coding events launched by popular forums have been identified as a tool for practice and assessment. These forums have been introducing new computing problems specified in a professional language, so that students get trained in programming these complex problems rather than the conventional problems. This article explores the possibility and success measure of integrating online coding events as a part of formative assessment. A study has been performed with two consecutive offerings of a course. The results obtained from the various forms of assessment are analyzed and presented in terms of correlation with summative and formative assessment scores and improved student performance. The results of the experimental study are found encouraging, thereby appreciating the usage of online coding platforms for introductory programming and algorithmic courses. K E Y W O R D S formative assessment, online coding, pedagogy, programming, student performance 1 | INTRODUCTION Current technical education for millennial learners is expected to be supported with technology, as the learners are tech-savvy in nature [28]. Information Communication Tools and various pedagogical techniques have been the need of the hour when it comes to education. There is a large-scale development of different tools and techniques pertaining to education, such as Learning Management Systems (LMS), Studentresponsive systems (SRS), and Quizzing Systems (QS). These systems manage information in a centralized manner, store contents that can be readily accessible, and produce relevant analysis based on the performance. Usage of such systems reduces the manual effort required in managing classroom environments in terms of content delivery and assessment for any learning discipline, and it is hence promoted in higher education institutes. Active learning strategies like Poll, Think Pair Share, and One Minute paper, when practiced through the relevant tools, form a strong basis for formative assessments.

Estrategias y recursos didácticos utilizados para aprender programación estructurada. Una revisión sistemática

“…Recurso didáctico 1) Uso de algún LMS para suministrar contenidos, actividades y evaluaciones 2) Empleo de diagramas de flujo ya sea a través de herramientas especializadas o como parte de la explicación de la lógica de programación 3) Uso directo de algún lenguaje de programación 4) Empleo del teléfono inteligente para ejecutar aplicaciones o accederlas en línea 5) Empleo de software construido ad-hoc para la comprensión y asimilación de la lógica de programación Fuentes que abordan su uso Gajewski, 2018;Viola y Gómez, 2019;Molina et al, 2019;Dhakshina y Dhakshina, 2020;Mehmood et al, 2020;Sharma et al, 2020;Roa y Martínez, 2020;Zang et al, 2020;Cheng et al, 2021;Gajewski, 2018Yi y Lee, 2018;Vasilopoulos y van Schaik, 2018;Jiménez et al, 2019;Solarte y Machuca, 2019;Anderson y González, 2020;Mehmood et al, 2020;Kayaalp y Dinc, 2021;Ochoa y Bedregal, 2022Caceffo et al, 2018Yi y Lee, 2018;Viola y Gómez, 2019;Jiménez et al, 2019;Solarte y Machuca, 2019;Da Costa et al, 2020;Dhayanithia et al, 2021;Susanti et al, 2021;Ochoa y Bedregal, 2022Caceffo et al, 2018Méndez, 2019;Molina et al, 2019;Yücel, 2018;Sharma et al, 2020;Kayaalp y Dinc, 2021;Pérez-Suasnavas y Cela, 2022Yi y Lee, 2018Vasilopoulos y van Schaik, 2018;Méndez, 2019;Hernández et al, 2020;Kazimoglu, 2020;Silva et al, 2020…”

“…Vasilopoulos yvan Schaik, 2018;Molina et al, 2019;Anderson y González, 2020;Dhakshina y Dhakshina, 2020;Hernández et al, 2020;Mehmood et al, 2020; Silva et al, 2020; Zang et al, 2020;Cárdenas et al, 2021;Kayaalp y Dinc, 2021;Ramírez et al, 2022Caceffo et al, 2018 Yücel, 2018;Dhakshina y Dhakshina, 2020;Mehmood et al, 2020;Roa y Martínez, 2020; Sharma et al, 2020;Castro y González, 2021; Susanti et al, 2021;Caceffo et al, 2018Méndez, 2019;Da Costa et al, 2020; Yücel, 2018;Servita y Sánchez, 2020;Correa et al, 2021;Cheng et al, 2021; Susanti et al, 2021 ie revista de investigación educativa de la Rediech vol.15 • 202415 • • e1872 • ISSN: 2448 …”

Development of an unfolding model of procedures for programming learning of novice programmers

“…Rubio [21] developed a system that predicts future performance according to the student's programming trajectory by applying a machine learning algorithm using the set of data acquired in their own online learning platform, Robomission, and in the Hour of Code challenge. From another perspective, Anitha et al [2] found that student participation and active learning improved by using the online coding event in the content delivery and assessment. They claimed that the usage of online coding platforms is encouraged for introductory programming and algorithmic cources.…”