Name
Abstract | ||
|---|---|---|
The present poster documents an attempt by the investigators to try out classroom presentations as a viable replacement for peer reviews in programming-heavy coursework. The results from the project provide helpful pointers for cues/comments that would enable reviewing students to think critically about code being presented. The results also indicate that the method used to form groups to solve assignments can have at least as strong an effect as code presentation. In addition, overall grade distribution in a course, as used in this project, may not be a reliable indicator for student learning when data is spread out over multiple semesters. As a pilot project, the information presented here is primarily helpful in determining the conditions required to test the utility of code presentation in future projects.
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Year | DOI | Venue |
|---|---|---|
2019 | 10.1145/3364510.3366160 | Proceedings of the 19th Koli Calling International Conference on Computing Education Research |
Keywords | DocType | ISBN |
collaborative learning, peer review, programming for non-CS majors, programming instruction | Conference | 978-1-4503-7715-7 |
Citations | PageRank | References |
0 | 0.34 | 0 |
Authors | ||
2 | ||
Name | Order | Citations | PageRank |
|---|---|---|---|
| Abhimanyu Ghosh | 1 | 0 | 0.34 |
| Daniel Sinkovits | 2 | 0 | 0.34 |