The case for case studies of programming problems
Communications of the ACM
Investigating the viability of mental models held by novice programmers
Proceedings of the 38th SIGCSE technical symposium on Computer science education
Mental models and programming aptitude
Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science education
The mystery of "b := (b = false)"
Proceedings of the 39th SIGCSE technical symposium on Computer science education
Bloom's taxonomy for CS assessment
ACE '08 Proceedings of the tenth conference on Australasian computing education - Volume 78
A closer look at tracing, explaining and code writing skills in the novice programmer
ICER '09 Proceedings of the fifth international workshop on Computing education research workshop
Deciding to major in computer science: a grounded theory of students' self-assessment of ability
Proceedings of the seventh international workshop on Computing education research
Integrating students' prior knowledge into pedagogy
Proceedings of the seventh international workshop on Computing education research
Journal of Computing Sciences in Colleges
The importance of students' attention to program state: a case study of debugging behavior
Proceedings of the ninth annual international conference on International computing education research
Proceedings of the 45th ACM technical symposium on Computer science education
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To better understand the learning and assessment of introductory computer science, we performed five complementary analyses on over 28 thousand student responses from the 2004 and 2009 Advanced Placement Computer Science (AP CS) A exams. Analyzing the questions from the 1988 AP CS exam, Reges hypothesized that a small set of questions, which were highly correlated with success on the rest of the exam, might be used to assess students' CS ability before taking a CS class. The pattern Reges observed was not replicated on the 2004 and 2009 AP CS A exams. Our hypotheses for why the pattern was not replicated advances Reges' alternative hypothesis regarding the importance of students' mental model of program execution.