A placement test for computer science: Design, implementation, and analysis

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

An introductory CS1 course presents problems for educators and students due to students' diverse background in programming knowledge and exposure. Students who enroll in CS1 also have different expectations and motivations. Prompted by the curricular guidelines for undergraduate programmes in computer science released in 2001 by the ACM/IEEE, and driven by a departmental project to reinvent the undergraduate computer science and computer engineering curricula at the University of Nebraska-Lincoln, we are currently implementing a series of changes which will improve our introductory courses. One key component of our project is an online placement examination tied to the cognitive domain that assesses student knowledge and intellectual skills. Our placement test is also integrated into a comprehensive educational research design containing a pre- and posttest framework for assessing student learning and providing valuable feedback for needed instructional revisions. In this paper, we focus on the design and implementation of our placement exam and present an analysis of the data collected to date.

Original languageEnglish (US)
Pages (from-to)19-36
Number of pages18
JournalComputer Science Education
Volume16
Issue number1
DOIs
StatePublished - Mar 2006

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computer science
Computer science
Students
student
educational research
Curricula
research planning
programming
educator
engineering
Feedback
curriculum
examination
present
learning

ASJC Scopus subject areas

  • Computer Science(all)
  • Education

Cite this

A placement test for computer science : Design, implementation, and analysis. / Nugent, Gwen; Soh, Leen Kiat; Samal, Ashok; Lang, Jeff.

In: Computer Science Education, Vol. 16, No. 1, 03.2006, p. 19-36.

Research output: Contribution to journalArticle

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