The top 10 reasons why object-oriented programming can't be taught in CS 1
SIGCSE '94 Proceedings of the twenty-fifth SIGCSE symposium on Computer science education
Proceedings of the thirty-first SIGCSE technical symposium on Computer science education
Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education
Karel++: A Gentle Introduction to the Art of Object-Oriented Programming
Karel++: A Gentle Introduction to the Art of Object-Oriented Programming
DrJava: a lightweight pedagogic environment for Java
SIGCSE '02 Proceedings of the 33rd SIGCSE technical symposium on Computer science education
Teaching a Java-based CS1 course in an academically-diverse environment
SIGCSE '02 Proceedings of the 33rd SIGCSE technical symposium on Computer science education
Test Driven Development: By Example
Test Driven Development: By Example
Computer science in the Air Force Academy core curriculum
SIGCSE '82 Proceedings of the thirteenth SIGCSE technical symposium on Computer science education
Rethinking computer science education from a test-first perspective
OOPSLA '03 Companion of the 18th annual ACM SIGPLAN conference on Object-oriented programming, systems, languages, and applications
Aligning programming education between community colleges and universities
CITC5 '04 Proceedings of the 5th conference on Information technology education
Test driven development on the cheap: text files and explicit scaffolding
Journal of Computing Sciences in Colleges
Accessibility in introductory computer science
Proceedings of the 36th SIGCSE technical symposium on Computer science education
Students' alternative standards for correctness
Proceedings of the first international workshop on Computing education research
IDE Support for test-driven development and automated grading in both Java and C++
eclipse '05 Proceedings of the 2005 OOPSLA workshop on Eclipse technology eXchange
Green: a pedagogically customizable round-tripping UML class diagram Eclipse plug-in
eclipse '05 Proceedings of the 2005 OOPSLA workshop on Eclipse technology eXchange
Assessing undergraduate experience of continuous integration and test-driven development
Proceedings of the 28th international conference on Software engineering
Adopting XP practices for teaching object oriented programming
ACE '06 Proceedings of the 8th Australasian Conference on Computing Education - Volume 52
Experiences using test-driven development with an automated grader
Journal of Computing Sciences in Colleges
Bug Hunt: Making Early Software Testing Lessons Engaging and Affordable
ICSE '07 Proceedings of the 29th international conference on Software Engineering
Journal of Computing Sciences in Colleges
APOGEE: automated project grading and instant feedback system for web based computing
Proceedings of the 39th SIGCSE technical symposium on Computer science education
Misunderstandings about object-oriented design: experiences using code reviews
Proceedings of the 39th SIGCSE technical symposium on Computer science education
Test-driven learning in early programming courses
Proceedings of the 39th SIGCSE technical symposium on Computer science education
A survey of evidence for test-driven development in academia
ACM SIGCSE Bulletin
Improving student performance using automated testing of simulated digital logic circuits
Proceedings of the 13th annual conference on Innovation and technology in computer science education
Proceedings of the 13th annual conference on Innovation and technology in computer science education
Scaffolding for multiple assignment projects in CS1 and CS2
Companion to the 23rd ACM SIGPLAN conference on Object-oriented programming systems languages and applications
Functional testing for students: a practical approach
ACM SIGCSE Bulletin
Test-driven design for introductory OO programming
Proceedings of the 40th ACM technical symposium on Computer science education
Test-driven data structures: revitalizing CS2
Proceedings of the 40th ACM technical symposium on Computer science education
Implications of integrating test-driven development into CS1/CS2 curricula
Proceedings of the 40th ACM technical symposium on Computer science education
Dereferee: exploring pointer mismanagement in student code
Proceedings of the 40th ACM technical symposium on Computer science education
STREAM: A First Programming Process
ACM Transactions on Computing Education (TOCE)
An ontologically-based evaluation of software design methods
The Knowledge Engineering Review
Unit test support for Java via reflection and annotations
PPPJ '09 Proceedings of the 7th International Conference on Principles and Practice of Programming in Java
Operational definition and automated inference of test-driven development with Zorro
Automated Software Engineering
Epistemological justification of test driven development in agile processes
XP'07 Proceedings of the 8th international conference on Agile processes in software engineering and extreme programming
Using a web-based repository to integrate testing tools into programming courses
Proceedings of the ACM international conference companion on Object oriented programming systems languages and applications companion
Critical issues on test-driven development
PROFES'11 Proceedings of the 12th international conference on Product-focused software process improvement
Proceedings of the 16th annual conference reports on Innovation and technology in computer science education - working group reports
Using WReSTT in SE courses: an empirical study
Proceedings of the 43rd ACM technical symposium on Computer Science Education
RoboLIFT: engaging CS2 students with testable, automatically evaluated android applications
Proceedings of the 43rd ACM technical symposium on Computer Science Education
SPW/ProSim'06 Proceedings of the 2006 international conference on Software Process Simulation and Modeling
Exploring influences on student adherence to test-driven development
Proceedings of the 17th ACM annual conference on Innovation and technology in computer science education
Proceedings of the 34th International Conference on Software Engineering
Impacts of adaptive feedback on teaching test-driven development
Proceeding of the 44th ACM technical symposium on Computer science education
Journal of Computing Sciences in Colleges
Concrete and other neo-Piagetian forms of reasoning in the novice programmer
ACE '11 Proceedings of the Thirteenth Australasian Computing Education Conference - Volume 114
A unit testing approach to building novice programmers' skills and confidence
ACE '11 Proceedings of the Thirteenth Australasian Computing Education Conference - Volume 114
Towards improving programming habits to create better computer science course outcomes
Proceedings of the 18th ACM conference on Innovation and technology in computer science education
ACE '12 Proceedings of the Fourteenth Australasian Computing Education Conference - Volume 123
Toward practical mutation analysis for evaluating the quality of student-written software tests
Proceedings of the ninth annual international ACM conference on International computing education research
Effective and ineffective software testing behaviors by novice programmers
Proceedings of the ninth annual international ACM conference on International computing education research
Automated assessment of students' testing skills for improving correctness of their code
Proceedings of the 2013 companion publication for conference on Systems, programming, & applications: software for humanity
Proceedings of the 14th annual ACM SIGITE conference on Information technology education
An Experimental Method for the Active Learning of Greedy Algorithms
ACM Transactions on Computing Education (TOCE)
A formative study of influences on student testing behaviors
Proceedings of the 45th ACM technical symposium on Computer science education
Work-in-progress: program grading and feedback generation with Web-CAT
Proceedings of the first ACM conference on Learning @ scale conference
Hi-index | 0.00 |
Introductory computer science students rely on a trial and error approach to fixing errors and debugging for too long. Moving to a reflection in action strategy can help students become more successful. Traditional programming assignments are usually assessed in a way that ignores the skills needed for reflection in action, but software testing promotes the hypothesis-forming and experimental validation that are central to this mode of learning. By changing the way assignments are assessed--where students are responsible for demonstrating correctness through testing, and then assessed on how well they achieve this goal--it is possible to reinforce desired skills. Automated feedback can also play a valuable role in encouraging students while also showing them where they can improve.