Learning to program = learning to construct mechanisms and explanations
Communications of the ACM
Should computer science examinations contain “programming” problems?
SIGCSE '88 Proceedings of the nineteenth SIGCSE technical symposium on Computer science education
Assessing the assessment of programming ability
Proceedings of the 35th SIGCSE technical symposium on Computer science education
A multi-national study of reading and tracing skills in novice programmers
Working group reports from ITiCSE on Innovation and technology in 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
ACE '06 Proceedings of the 8th Australasian Conference on Computing Education - Volume 52
Going SOLO to assess novice programmers
Proceedings of the 13th annual conference on Innovation and technology in computer science education
Turning exams into a learning experience
Proceedings of the 41st ACM technical symposium on Computer science education
Exploring programming assessment instruments: a classification scheme for examination questions
Proceedings of the seventh international workshop on Computing education research
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Examinations have traditionally been classified as "open-book" or "closed-book" in relation to the freedom for students to bring resources into examinations. Open-book examinations can have benefits, such as reduced anxiety, de-emphasis of memorisation and reduced cheating. But open-book examinations can also have disadvantages such as reduced preparation and the need for time during examinations to look up facts. An emerging alternative allows students to bring a 'cheat-sheet' of hand-written notes. This form of examination has the potential to offer many of the benefits of an open-book examination while overcoming some of its failings. There has been little evidence showing that cheat-sheets can have an impact, and what exists is contradictory. This study reveals that students who create and use cheat-sheets performed better, on average, in an introductory programming examination. Certain features of cheat-sheets were found to be related to superior performance, which may relate to student understanding.