Testing Frequency in an Introductory Computer Programming Course

Autor/inn/en	Adkins, Joni K.; Linville, Diana R.
Titel	Testing Frequency in an Introductory Computer Programming Course
Quelle	In: Information Systems Education Journal, 15 (2017) 3, S.22-28 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1545-679X
Schlagwörter	Introductory Courses; Computer Science Education; Programming; Undergraduate Students; Information Systems; STEM Education; Majors (Students); Student Surveys; Student Attitudes; Tests; Scores; Missouri + Suchen Sie Ihr Suchwort? Einführungskurs; Computer science lessons; Informatikunterricht; Programmierung; STEM; Schülerbefragung; Schülerverhalten; Examination; Prüfung; Examen
Abstract	This paper reports the findings of a study done to determine if increasing the number of exams in a course had an effect on student grades. Some studies have found that more frequent exams positively influence scores while other studies have found more frequent exams do not make a difference in student achievement. This study examines the impact of adding two additional exams to an introductory computer programming course taken by undergraduate computer science, information systems, and other STEM majors. The findings did not show any significant differences in student performance between the fall classes that took three exams and the spring classes that took five exams. In addition a survey was given to discover student attitudes and preferences regarding exam frequency and scheduling. The survey results revealed students want more exams in courses to reduce anxiety and increase confidence and motivation to study. (As Provided).
Anmerkungen	Information Systems and Computing Academic Professionals. Box 488, Wrightsville Beach, NC 28480. e-mail: publisher@isedj.org; Web site: http://isedj.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01