Developing a pre- and post-course concept inventory to gauge operating systems learning

  • Authors:

  • Kevin C. Webb;Cynthia Taylor

  • Affiliations:

  • Swarthmore College, Swarthmore, PA, USA;Oberlin College, Oberlin, OH, USA

  • Venue:
  • Proceedings of the 45th ACM technical symposium on Computer science education
  • Year:
  • 2014

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Abstract

Operating systems courses often present students with multiple approaches to solve a problem, often with differing trade-offs. While students are more than capable of memorizing the details of these competing approaches, they often struggle to recommend a specific approach and analyze its implications. In particular, we find that students exhibit difficultly in interpreting text-based scenario descriptions in a way that allows them to correctly choose between potential solutions when presented with a high-level, conceptual scenario. In this paper, we describe the development of a pre- and post-course concept inventory, which we utilize to explore students' misconceptions of operating systems and their associated trade-offs. We compare the results of our assessment with in-class peer instruction questions and exam questions to characterize the areas in which students most commonly struggle with operating systems material.