Introductory programming: Examining the exams

Simon; Sheard, J; Carbone, A; Chinn, D; Laakso, MJ; Clear, T; de Raadt, M; D'Souza, D; Lister, R; Philpott, A; Skene, J; Warburton, G

Introductory programming: Examining the exams

Simon Sheard, J Carbone, A Chinn, D Laakso, MJ Clear, T de Raadt, M D'Souza, D Lister, R

Philpott, A Skene, J Warburton, G

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Publication Type:: Conference Proceeding
Citation:: Conferences in Research and Practice in Information Technology Series, 2012, 123 pp. 61 - 70
Issue Date:: 2012-01-01

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Field	Value	Language
dc.contributor.author	Simon	en_US
dc.contributor.author	Sheard, J	en_US
dc.contributor.author	Carbone, A	en_US
dc.contributor.author	Chinn, D	en_US
dc.contributor.author	Laakso, MJ	en_US
dc.contributor.author	Clear, T	en_US
dc.contributor.author	de Raadt, M	en_US
dc.contributor.author	D'Souza, D	en_US
dc.contributor.author	Lister, R https://orcid.org/0000-0001-5780-0445	en_US
dc.contributor.author	Philpott, A	en_US
dc.contributor.author	Skene, J	en_US
dc.contributor.author	Warburton, G	en_US
dc.date.issued	2012-01-01	en_US
dc.identifier.citation	Conferences in Research and Practice in Information Technology Series, 2012, 123 pp. 61 - 70	en_US
dc.identifier.isbn	9781921770043	en_US
dc.identifier.issn	1445-1336	en_US
dc.identifier.uri	http://hdl.handle.net/10453/22277
dc.description.abstract	© 2012, Australian Computer Society, Inc. This paper describes a classification scheme that can be used to investigate the characteristics of introductory programming examinations. The scheme itself is described and its categories explained. We describe in detail the process of determining the level of agreement among classifiers, that is, the inter-rater reliability of the scheme, and we report the results of applying the classification scheme to 20 introductory programming examinations. We find that introductory programming examinations vary greatly in the coverage of topics, question styles, skill required to answer questions and the level of difficulty of questions. This study is part of a project that aims to investigate the nature and composition of formal examination instruments used in the summative assessment of introductory programming students, and the pedagogical intentions of the educators who construct these instruments.	en_US
dc.relation.ispartof	Conferences in Research and Practice in Information Technology Series	en_US
dc.title	Introductory programming: Examining the exams	en_US
dc.type	Conference Proceeding
utslib.citation.volume	123	en_US
utslib.for	130212 Science, Technology and Engineering Curriculum and Pedagogy	en_US
utslib.for	089999 Information and Computing Sciences not elsewhere classified	en_US
dc.location.activity	Melbourne, Australia	en_US
dc.location.activity	Singapore
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Computer Science
pubs.organisational-group	/University of Technology Sydney/Strength - HCTD - Human Centred Technology Design
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US
pubs.volume	123	en_US

Abstract:

© 2012, Australian Computer Society, Inc. This paper describes a classification scheme that can be used to investigate the characteristics of introductory programming examinations. The scheme itself is described and its categories explained. We describe in detail the process of determining the level of agreement among classifiers, that is, the inter-rater reliability of the scheme, and we report the results of applying the classification scheme to 20 introductory programming examinations. We find that introductory programming examinations vary greatly in the coverage of topics, question styles, skill required to answer questions and the level of difficulty of questions. This study is part of a project that aims to investigate the nature and composition of formal examination instruments used in the summative assessment of introductory programming students, and the pedagogical intentions of the educators who construct these instruments.

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http://hdl.handle.net/10453/22277