As computing becomes a mainstream discipline embedded in the school curriculum and
acts as an enabler for an increasing range of academic disciplines in higher education, the …

Current learning outcomes for introductory programming courses are relatively general,
specifying tasks such as designing, implementing, testing and debugging programs that use …

There is a wealth of literature dealing with the difficulties of novice programmers with basic
programming constructs such as variables, assignment and conditionals. In this paper we …

Bloom's taxonomy is a well-known and widely used method of classifying assessment tasks.
However, the application of Bloom's taxonomy in computing education is often difficult and …

Failure rates in introductory programming courses are notoriously high, and researchers
have noted that students struggle with the assessments that we typically use to evaluate …

In this paper, we report on an ITiCSE-13 Working Group that developed a set of 654 multiple-
choice questions on CS1 and CS2 topics, the Canterbury QuestionBank. We describe the …

Online coding tools are an increasingly common feature of programming courses, providing
students with rapid feedback and flexible practice opportunities and providing instructors …

Students and instructors expend significant effort, respectively, preparing to be examined
and preparing students for exams. This paper investigates question authoring, where …

Instructors of introductory programming courses would benefit from having a metric for
evaluating the sophistication of student code. Since introductory programming courses pack …

Low performance of nontechnical engineering students in programming courses is a
problem that remains unsolved. Over the years, many authors have tried to identify the …