Name
Abstract | ||
|---|---|---|
Higher dropout and failure rates among computer science students in introductory programming courses tend to be a norm for many institutions. Years of evidence indicate that dropouts and failures persist in spite of advancements in pedagogy, technology, and teacher training. Most advancements have relied on summative assessments and of late formative assessments. This research explores assessments computed from real-time measures, based on observational data collected during student engagement with study and remedial activities. An experiment was conducted to measure the impact of real-time code assessment and dashboard-based feedback in the domain of Programming. Results indicate better course grades for a small percentage of students, and the need for task-level and meta-level interactions to guarantee significant and persistent academic performance and programming mastery. |
Year | DOI | Venue |
|---|---|---|
2017 | 10.1109/ICALT.2017.38 | 2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT) |
Keywords | Field | DocType |
coding analytics,formative,sommative,interactive dashboard,performance,self-regulation | Observational study,Summative assessment,Computer science,Norm (social),Coding (social sciences),Remedial education,Student engagement,Analytics,Multimedia,Formative assessment | Conference |
ISSN | ISBN | Citations |
2161-3761 | 978-1-5386-3871-2 | 0 |
PageRank | References | Authors |
0.34 | 7 | 10 |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Jeremie Seanosky | 1 | 8 | 2.99 |
| Isabelle Guillot | 2 | 0 | 0.34 |
| David Boulanger | 3 | 11 | 5.38 |
| Rébecca Guillot | 4 | 1 | 0.96 |
| Claudia Guillot | 5 | 1 | 0.96 |
| Vivekanandan Suresh Kumar | 6 | 16 | 7.04 |
| Shawn Fraser | 7 | 1 | 1.98 |
| Kinshuk | 8 | 2123 | 389.31 |
| Nahla Aljojo | 9 | 0 | 1.01 |
| Asmaa Munshi | 10 | 0 | 0.34 |