Much of the work in making the introductory programming course more attractive to students has centered around the course content. However, many student frustrations and anxieties stem from the assessment of the course: students do not have a clear idea of what they need to do to achieve a certain grade, and whether their work meets the expectations. We present the results of a pilot study that aims to reduce student frustrations and anxieties through the use of student self-assessment with clearly-defined criteria. Our study shows that given the proper instruction and guidance, students are able to accurately assess and predict their own grades. The result is an improved and more satisfactory learning experience.
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On the implementation of self-assessment in an introductory programming course
Ngai, Grace; Lau, Winnie W.Y.; Chan, Stephen C.F.; Leong, Hong-va
Follow ACM SIGCSE Bulletin
, Volume 41 (4)
Association for Computing Machinery – Jan 18, 2010
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