Serena Caraco, Nelson Lojo, Michael Verdicchio, Armando Fox
{"title":"Generating Multi-Part Autogradable Faded Parsons Problems From Code-Writing Exercises","authors":"Serena Caraco, Nelson Lojo, Michael Verdicchio, Armando Fox","doi":"10.1145/3626252.3630786","DOIUrl":"https://doi.org/10.1145/3626252.3630786","url":null,"abstract":"","PeriodicalId":517851,"journal":{"name":"Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1","volume":"54 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140285537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"How do Computing Students Conceptualize Cybersecurity? Survey Results and Strategies for Curricular Integration","authors":"Noah Q. Cowit, Vidushi Ojha, Casey Fiesler","doi":"10.1145/3626252.3630869","DOIUrl":"https://doi.org/10.1145/3626252.3630869","url":null,"abstract":"","PeriodicalId":517851,"journal":{"name":"Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1","volume":"54 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140285540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Guiding Students Along Their Academic Path: Key Aspects of Learning That Impact All Learners","authors":"Todd Zakrajsek","doi":"10.1145/3626252.3635246","DOIUrl":"https://doi.org/10.1145/3626252.3635246","url":null,"abstract":"","PeriodicalId":517851,"journal":{"name":"Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1","volume":"33 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140285614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Evaluating Identity and Belonging in Computer Science Students: Instrument Adaptation and Analysis","authors":"Stephanie M. Werner, Ying Chen","doi":"10.1145/3626252.3630840","DOIUrl":"https://doi.org/10.1145/3626252.3630840","url":null,"abstract":"","PeriodicalId":517851,"journal":{"name":"Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1","volume":"31 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140285292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Andres Neyem, Juan Pablo Sandoval Alcocer, M. Mendoza, Leonardo Centellas-Claros, Luis A. Gonzalez, Carlos Paredes-Robles
{"title":"Exploring the Impact of Generative AI for StandUp Report Recommendations in Software Capstone Project Development","authors":"Andres Neyem, Juan Pablo Sandoval Alcocer, M. Mendoza, Leonardo Centellas-Claros, Luis A. Gonzalez, Carlos Paredes-Robles","doi":"10.1145/3626252.3630854","DOIUrl":"https://doi.org/10.1145/3626252.3630854","url":null,"abstract":"","PeriodicalId":517851,"journal":{"name":"Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1","volume":"15 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140285425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We propose and carry-out a novel method of formative assessment called Assessment via Teaching (AVT), in which learners demonstrate their understanding of CS1 topics by tutoring more novice students. AVT has powerful benefits over traditional forms of assessment: it is centered around service to others and is highly rewarding for the learners who teach. Moreover, teaching greatly improves the learners' own understanding of the material and has a huge positive impact on novices, who receive free 1:1 tutoring. Lastly, this form of assessment is naturally difficult to cheat -- a critical property for assessments in the era of large-language models. We use AVT in a randomised control trial with learners in a CS1 course at an R1 university. The learners provide tutoring sessions to more novice students taking a lagged online version of the same course. We show that learners who do an AVT session before the course exam performed 20 to 30 percentage points better than the class average on several questions. Moreover, compared to students who did a practice exam, the AVT learners enjoyed their experience more and were twice as likely to study for their teaching session. We believe AVT is a scalable and uplifting method for formative assessment that could one day replace traditional exams.
{"title":"Learners Teaching Novices: An Uplifting Alternative Assessment","authors":"Ali Malik, Juliette Woodrow, C. Piech","doi":"10.1145/3626252.3630887","DOIUrl":"https://doi.org/10.1145/3626252.3630887","url":null,"abstract":"We propose and carry-out a novel method of formative assessment called Assessment via Teaching (AVT), in which learners demonstrate their understanding of CS1 topics by tutoring more novice students. AVT has powerful benefits over traditional forms of assessment: it is centered around service to others and is highly rewarding for the learners who teach. Moreover, teaching greatly improves the learners' own understanding of the material and has a huge positive impact on novices, who receive free 1:1 tutoring. Lastly, this form of assessment is naturally difficult to cheat -- a critical property for assessments in the era of large-language models. We use AVT in a randomised control trial with learners in a CS1 course at an R1 university. The learners provide tutoring sessions to more novice students taking a lagged online version of the same course. We show that learners who do an AVT session before the course exam performed 20 to 30 percentage points better than the class average on several questions. Moreover, compared to students who did a practice exam, the AVT learners enjoyed their experience more and were twice as likely to study for their teaching session. We believe AVT is a scalable and uplifting method for formative assessment that could one day replace traditional exams.","PeriodicalId":517851,"journal":{"name":"Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1","volume":"10 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140285490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
C. Bellettini, Violetta Lonati, Mattia Monga, Anna Morpurgo
{"title":"To Be Or Not To Be . . . An Algorithm: The Notion According to Students and Teachers","authors":"C. Bellettini, Violetta Lonati, Mattia Monga, Anna Morpurgo","doi":"10.1145/3626252.3630950","DOIUrl":"https://doi.org/10.1145/3626252.3630950","url":null,"abstract":"","PeriodicalId":517851,"journal":{"name":"Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1","volume":"44 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140285565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Dekhane, Hyesung Park, Lorraine Jonassen, Wei Jin
{"title":"Virtual Peer Mentoring to Develop a Sense of Belonging During COVID-19 - A Pilot Study","authors":"S. Dekhane, Hyesung Park, Lorraine Jonassen, Wei Jin","doi":"10.1145/3626252.3630962","DOIUrl":"https://doi.org/10.1145/3626252.3630962","url":null,"abstract":"","PeriodicalId":517851,"journal":{"name":"Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1","volume":"42 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140285569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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