JHAVÉ—an environment to actively engage students in Web-based algorithm visualizations
Proceedings of the thirty-first SIGCSE technical symposium on Computer science education
Contributing to success in an introductory computer science course: a study of twelve factors
Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education
Effectiveness of online assessment
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
Predictors of success and failure in a CS1 course
ACM SIGCSE Bulletin
An online programming assessment tool
ACE '03 Proceedings of the fifth Australasian conference on Computing education - Volume 20
Working group reports from ITiCSE on Innovation and technology in computer science education
Assessing the assessment of programming ability
Proceedings of the 35th SIGCSE technical symposium on Computer science education
Can e-learning replace classroom learning?
Communications of the ACM - New architectures for financial services
Programming: factors that influence success
Proceedings of the 36th SIGCSE technical symposium on Computer science education
Tools for teaching introductory programming: what works?
Proceedings of the 37th SIGCSE technical symposium on Computer science education
Not seeing the forest for the trees: novice programmers and the SOLO taxonomy
Proceedings of the 11th annual SIGCSE conference on Innovation and technology in computer science education
Predictors of success in a first programming course
ACE '06 Proceedings of the 8th Australasian Conference on Computing Education - Volume 52
Journal on Educational Resources in Computing (JERIC)
Using online self-assessment in introductory programming classes
Journal of Computing Sciences in Colleges
Implementing computer-based assessment - A web-based mock examination changes attitudes
Computers & Education
Online formative assessment in higher education: A review of the literature
Computers & Education
Online self-assessment and students' success in higher education institutions
Computers & Education
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To help students gauge their understanding of basic concepts and encourage good study habits, we administered short online quizzes that use generic questions in the crucial first few weeks of a course. The purpose of the study was to investigate whether the combination of these web quizzes with generic questions with only binary feedback (right or wrong) would be beneficial for students' learning. We implemented these quizzes in three classes in two different subjects at two different universities, one in Sweden and one in the USA. The students' views on the quizzes' effect on their learning was investigated with surveys and interviews. Almost all students appreciated having these quizzes and 38% of them changed their view on how much they knew of the material covered in the course. Furthermore, over 20% of the students reported altering their study habits as a consequence, in particular studying harder or earlier. In conclusion, this study indicated that short quizzes using generic questions with limited correct/incorrect feedback on each question, have positive effects when administered early in courses. The combination of generic questions and short quizzes could be of value for those contemplating automatic formative assessment, particularly if there is some hesitation with respect to the resources needed for constructing and validating the automatic feedback.