Teaching objects-first in introductory computer science
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
A road map for teaching introductory programming using LEGO© mindstorms robots
Working group reports from ITiCSE on Innovation and technology in computer science education
The use of MUPPETS in an introductory java programming course
CITC5 '04 Proceedings of the 5th conference on Information technology education
Controversy on how to teach CS 1: a discussion on the SIGCSE-members mailing list
Working group reports from ITiCSE on Innovation and technology in computer science education
Proceedings of the 37th SIGCSE technical symposium on Computer science education
Proceedings of the 37th SIGCSE technical symposium on Computer science education
A games first approach to teaching introductory programming
Proceedings of the 38th SIGCSE technical symposium on Computer science education
Scratch for budding computer scientists
Proceedings of the 38th SIGCSE technical symposium on Computer science education
Note to self: make assignments meaningful
Proceedings of the 38th SIGCSE technical symposium on Computer science education
An objective comparison of languages for teaching introductory programming
Proceedings of the 6th Baltic Sea conference on Computing education research: Koli Calling 2006
A survey of literature on the teaching of introductory programming
Working group reports on ITiCSE on Innovation and technology in computer science education
Games, stories, or something more traditional: the types of assignments college students prefer
Proceedings of the 39th SIGCSE technical symposium on Computer science education
Objects first using Alice to introduce object constructs in CS1
ACM SIGCSE Bulletin
Assessing game-themed programming assignments for CS1/2 courses
GDCSE '08 Proceedings of the 3rd international conference on Game development in computer science education
A simple framework for interactive games in CS1
Proceedings of the 40th ACM technical symposium on Computer science education
Proceedings of the 40th ACM technical symposium on Computer science education
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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.