Simple fast algorithms for the editing distance between trees and related problems
SIAM Journal on Computing
Cognitive strategies and looping constructs: an empirical study
Communications of the ACM
What do teachers teach in introductory programming?
Proceedings of the second international workshop on Computing education research
Commonsense computing: what students know before we teach (episode 1: sorting)
Proceedings of the second international workshop on Computing education research
Problem distributions in a CS1 course
ACE '06 Proceedings of the 8th Australasian Conference on Computing Education - Volume 52
Failure rates in introductory programming
ACM SIGCSE Bulletin
Identifying student misconceptions of programming
Proceedings of the 41st ACM technical symposium on Computer science education
Setting the Scope of Concept Inventories for Introductory Computing Subjects
ACM Transactions on Computing Education (TOCE)
Commonsense computing (episode 6): logic is harder than pie
Proceedings of the 10th Koli Calling International Conference on Computing Education Research
Reviewing CS1 exam question content
Proceedings of the 42nd 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
Can computing academics assess the difficulty of programming examination questions?
Proceedings of the 12th Koli Calling International Conference on Computing Education Research
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We examine student difficulties with CS1 concepts by analyzing a dataset containing 266,852 student responses to weekly code-writing problems. We find that conditionals and loops prove particularly problematic, even when considering 'second chance' data; and that, while we observe some evidence of improvement, certain straightforward applications of loops continue to be problematic at the end of the term. Our contribution is the corroboration of earlier findings, and a call to use online repositories of student submissions as rich sources of data on the student learning experience.