Online Assessment in Programming Courses: A Multiple Case Study

Online Assessment in Programming Courses: A Multiple Case Study

Denise M. Woit (Ryerson University, Canada) and David V. Mason (Ryerson University, Canada)
Copyright: © 2006 |Pages: 18
DOI: 10.4018/978-1-59140-732-4.ch008
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Abstract

We present an instrumental, multiple-case study exploring issues relating to student efficacy and practical skills acquisition. Specifically, we explore the relationship between efficacy, as measured by a final online assessment, and the number and type of pre-final assessments. Online final assessment remains a constant throughout the cases of our multiple-case study, while number and type of pre-final assessments vary. Our cross-case synthesis indicates a positive relationship between programming efficacy, as measured by performance on a final online assessment, and the number of pre-final online assessments, consistent with results predicted for theoretical pedagogical work, and suggested by other empirical reports.

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