Proceedings of the 39th SIGCSE technical symposium on Computer science education
Developing a validated assessment of fundamental CS1 concepts
Proceedings of the 41st ACM technical symposium on Computer science education
Identifying student misconceptions of programming
Proceedings of the 41st ACM technical symposium on Computer science education
Assessing fundamental introductory computing concept knowledge in a language independent manner
Assessing fundamental introductory computing concept knowledge in a language independent manner
Proceedings of the ninth annual international conference on International computing education research
Investigating factors of student learning in introductory courses
Proceeding of the 44th ACM technical symposium on Computer science education
Evaluating student understanding of core concepts in computer architecture
Proceedings of the 18th ACM conference on Innovation and technology in computer science education
Introducing Discipline-Based Computing in Undergraduate Engineering Education
ACM Transactions on Computing Education (TOCE)
An Empirical Investigation into Programming Language Syntax
ACM Transactions on Computing Education (TOCE)
A fresh look at novice programmers' performance and their teachers' expectations
Proceedings of the ITiCSE working group reports conference on Innovation and technology in computer science education-working group reports
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A primary goal of many CS education projects is to determine the extent to which a given intervention has had an impact on student learning. However, computing lacks valid assessments for pedagogical or research purposes. Without such valid assessments, it is difficult to accurately measure student learning or establish a relationship between the instructional setting and learning outcomes. We developed the Foundational CS1 (FCS1) Assessment instrument, the first assessment instrument for introductory computer science concepts that is applicable across a variety of current pedagogies and programming languages. We applied methods from educational and psychological test development, adapting them as necessary to fit the disciplinary context. We conducted a large scale empirical study to demonstrate that pseudo-code was an appropriate mechanism for achieving programming language independence. Finally, we established the validity of the assessment using a multi-faceted argument, combining interview data, statistical analysis of results on the assessment, and CS1 exam scores.