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The Case for Validated Tools in Computer Science Education Research
Found in: Computer
By Allison Elliott Tew,Brian Dorn
Issue Date:September 2013
pp. 60-66
Measuring student learning in computer science education presents particular challenges, making objective assessment elusive to educators and researchers. Development and validation of the FCS1 and CAS assessment tools demonstrate both the feasibility and ...
 
Introductory Computing Construct Use in an End-User Programming Community
Found in: Visual Languages and Human-Centric Computing, IEEE Symposium on
By Brian Dorn, Allison Elliott Tew, Mark Guzdial
Issue Date:September 2007
pp. 27-32
Previous studies of end-user programmers have indicated a reliance on related examples for learning. Accordingly, we analyzed the projects contained in an online community with respect to their use of introductory computing constructs. In general, the proj...
 
A fresh look at novice programmers' performance and their teachers' expectations
Found in: Proceedings of the ITiCSE working group reports conference on Innovation and technology in computer science education-working group reports (ITiCSE -WGR '13)
By Dennis Bouvier, James Paterson, Juha Sorva, Michael Caspersen, Tadeusz Wilusz, Yifat Ben-David Kolikant, Allison Elliott Tew, Ian Utting, Lynda Thomas, Mike McCracken, Roger Frye
Issue Date:June 2013
pp. 15-32
This paper describes the results of an ITiCSE working group convened in 2013 to review and revisit the influential ITiCSE 2001 McCracken working group that reported [18] on novice programmers' ability to solve a specified programming problem. Like that stu...
     
Becoming experts: measuring attitude development in introductory computer science
Found in: Proceeding of the 44th ACM technical symposium on Computer science education (SIGCSE '13)
By Allison Elliott Tew, Brian Dorn
Issue Date:March 2013
pp. 183-188
We have begun the process of examining how students perceive the field of computer science by employing a novice-to-expert continuum framework. As part of this exploration we have developed and are validating the Computing Attitudes Survey (CAS). In this s...
     
Toward a validated computing attitudes survey
Found in: Proceedings of the ninth annual international conference on International computing education research (ICER '12)
By Allison Elliott Tew, Brian Dorn, Oliver Schneider
Issue Date:September 2012
pp. 135-142
The Computing Attitudes Survey (CAS) is a newly designed instrument, adapted from the Colorado Learning Attitudes about Science Survey (CLASS), for measuring novice to expert-like perceptions about computer science. In this paper we outline the iterative d...
     
Developing a validated assessment of fundamental CS1 concepts
Found in: Proceedings of the 41st ACM technical symposium on Computer science education (SIGCSE '10)
By Allison Elliott Tew, Mark Guzdial
Issue Date:March 2010
pp. 97-101
Previous studies of student programming ability have raised questions about students' ability to problem solve, read and analyze code, and understand introductory computing concepts. However, it is unclear whether these results are the product of failures ...
     
Context as Support for Learning Computer Organization
Found in: Journal on Educational Resources in Computing (JERIC)
By Allison Elliott Tew, Brian Dorn, Mark Guzdial, William D. Leahy
Issue Date:October 2008
pp. 1-18
The ubiquity of personal computational devices in the lives of today's students presents a meaningful context for courses in computer organization beyond the general-purpose or imaginary processors routinely used. This article presents results of a compara...
     
Imagineering inauthentic legitimate peripheral participation: an instructional design approach for motivating computing education
Found in: Proceedings of the 2006 international workshop on Computing education research (ICER '06)
By Allison Elliott Tew, Mark Guzdial
Issue Date:September 2006
pp. 51-58
Since its publication, Lave and Wenger's concept of legitimate peripheral participation (LPP) [18] has become an important concept for understanding situated learning. LPP states that learning only occurs when students perceive that what's being taught is ...
     
Concept inventories in computer science for the topic discrete mathematics
Found in: Working group reports on ITiCSE on Innovation and technology in computer science education (ITiCSE-WGR '06)
By Allison Elliott Tew, Charles Riedesel, Cinda Heeren, Leen-Kiat Soh, Peter B. Henderson, Valerie Harvey, Vicki L. Almstrum, William Marion
Issue Date:June 2006
pp. 56
This report describes concept inventories, specialized assessment instruments that enable educational researchers to investigate student (mis)understandings of concepts in a particular domain. While students experience a concept inventory as a set of multi...
     
Tracking an innovation in introductory CS education from a research university to a two-year college
Found in: Proceedings of the 36th SIGCSE technical symposium on Computer science education (SIGCSE '05)
By Allison Elliott Tew, Charles Fowler, Mark Guzdial
Issue Date:February 2005
pp. 203-231
Innovations in teaching and learning computer science education can easily be overly-specific to a given institution, or type of institution. For example, an innovation may require special hardware, or may make assumptions about the background of the stude...
     
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