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conference contribution
posted on 2023-05-23, 12:11 authored by Sheard, J, Simon, J, Julian DermoudyJulian Dermoudy, D'Souza, D, Hu, M, Parsons, DThis paper reports on the combining of two related but hitherto distinct themes in programming education research. The first is the recognition that students in programming courses tend to perform far more poorly than their teachers would like, and further, more poorly than their teachers would expect without a careful analysis of their results. The second is the proposal of a number of different styles of examination question, sometimes coupled with analysis of student performance on those questions, typically at single institutions. This work combines these themes by including a common set of short questions in the final examinations of introductory programming courses at six institutions in Australia and New Zealand, and analysing the student performance across all six institutions. The analysis results in a set of four simple questions that can be used to benchmark student performance in introductory programming courses at a wide range of institutions.
History
Publication title
Conferences in Research and Practice in Information Technology Series: Computing Education 2014Volume
148Editors
D D'Souza, SJ Simoff, J Whalley, V Estivill-CastroPagination
113-121ISSN
1445-1336Department/School
School of Information and Communication TechnologyPublisher
Australian Computer Society Inc.Place of publication
Darlinghurst, AustraliaEvent title
Conferences in Research and Practice in Information Technology Series: Computing Education 2014Event Venue
Auckland, NZDate of Event (Start Date)
2014-01-20Date of Event (End Date)
2014-01-23Rights statement
Copyright 2014 Australian Computer Society, Inc. This paper appeared at the 16th Australasian Computing Education Conference (ACE 2014), Auckland, New Zealand, January 2014. Conferences in Research and Practice in Information Technology (CRPIT), Vol. 148. J. Whalley and D. D’Souza, Eds. Reproduction for academic, not-for-profit purposes permitted provided this text is included.Repository Status
- Open