research-article

The FCS1: a language independent assessment of CS1 knowledge

Authors:

Allison Elliott Tew,

Mark GuzdialAuthors Info & Claims

SIGCSE '11: Proceedings of the 42nd ACM technical symposium on Computer science education

Pages 111 - 116

https://doi.org/10.1145/1953163.1953200

Published: 09 March 2011 Publication History

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Abstract

A primary goal of many CS education projects is to determine the extent to which a given intervention has had an impact on student learning. However, computing lacks valid assessments for pedagogical or research purposes. Without such valid assessments, it is difficult to accurately measure student learning or establish a relationship between the instructional setting and learning outcomes.

We developed the Foundational CS1 (FCS1) Assessment instrument, the first assessment instrument for introductory computer science concepts that is applicable across a variety of current pedagogies and programming languages. We applied methods from educational and psychological test development, adapting them as necessary to fit the disciplinary context. We conducted a large scale empirical study to demonstrate that pseudo-code was an appropriate mechanism for achieving programming language independence. Finally, we established the validity of the assessment using a multi-faceted argument, combining interview data, statistical analysis of results on the assessment, and CS1 exam scores.

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Cited By

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Lu KKrishnamurthi S(2024)Identifying and Correcting Programming Language Behavior MisconceptionsProceedings of the ACM on Programming Languages10.1145/36498238:OOPSLA1(334-361)Online publication date: 29-Apr-2024
https://dl.acm.org/doi/10.1145/3649823
Ali MRao PMai YXie B(2024)Using Benchmarking Infrastructure to Evaluate LLM Performance on CS Concept Inventories: Challenges, Opportunities, and CritiquesProceedings of the 2024 ACM Conference on International Computing Education Research - Volume 110.1145/3632620.3671097(452-468)Online publication date: 12-Aug-2024
https://dl.acm.org/doi/10.1145/3632620.3671097
Nitta CEiselt KStephenson BStone JBattestilli LRebelsky SShoop L(2024)The First Five Years of a Dual Track Programming SeriesProceedings of the 55th ACM Technical Symposium on Computer Science Education V. 110.1145/3626252.3630947(965-971)Online publication date: 7-Mar-2024
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Index Terms

The FCS1: a language independent assessment of CS1 knowledge
1. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Computing education programs
        Computer science education
      2. Model curricula

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Information

Published In

SIGCSE '11: Proceedings of the 42nd ACM technical symposium on Computer science education

March 2011

754 pages

ISBN:9781450305006

DOI:10.1145/1953163

General Chairs:
Thomas J. Cortina
Carnegie Mellon University
,
Ellen L. Walker
Hiram College
,
Program Chairs:
Laurie Smith King
College of the Holy Cross
,
David R. Musicant
Carleton College

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 09 March 2011

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SIGCSE '11

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SIGCSE '11: The 42nd ACM Technical Symposium on Computer Science Education

March 9 - 12, 2011

TX, Dallas, USA

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SIGCSE '11 Paper Acceptance Rate 107 of 315 submissions, 34%;

Overall Acceptance Rate 1,595 of 4,542 submissions, 35%

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Cited By

View all

Lu KKrishnamurthi S(2024)Identifying and Correcting Programming Language Behavior MisconceptionsProceedings of the ACM on Programming Languages10.1145/36498238:OOPSLA1(334-361)Online publication date: 29-Apr-2024
https://dl.acm.org/doi/10.1145/3649823
Ali MRao PMai YXie B(2024)Using Benchmarking Infrastructure to Evaluate LLM Performance on CS Concept Inventories: Challenges, Opportunities, and CritiquesProceedings of the 2024 ACM Conference on International Computing Education Research - Volume 110.1145/3632620.3671097(452-468)Online publication date: 12-Aug-2024
https://dl.acm.org/doi/10.1145/3632620.3671097
Nitta CEiselt KStephenson BStone JBattestilli LRebelsky SShoop L(2024)The First Five Years of a Dual Track Programming SeriesProceedings of the 55th ACM Technical Symposium on Computer Science Education V. 110.1145/3626252.3630947(965-971)Online publication date: 7-Mar-2024
https://dl.acm.org/doi/10.1145/3626252.3630947
Bahr T(2023)Developing a Computer Science Content Knowledge Test for 10th Grade StudentsProceedings of the 18th WiPSCE Conference on Primary and Secondary Computing Education Research10.1145/3605468.3609778(1-2)Online publication date: 27-Sep-2023
https://dl.acm.org/doi/10.1145/3605468.3609778
Ali MGhosh SRao PDhegaskar RJawort SMedler AShi MDasgupta S(2023)Taking Stock of Concept Inventories in Computing Education: A Systematic Literature ReviewProceedings of the 2023 ACM Conference on International Computing Education Research - Volume 110.1145/3568813.3600120(397-415)Online publication date: 7-Aug-2023
https://dl.acm.org/doi/10.1145/3568813.3600120
Lapierre HCharland PLéger P(2023)Looking “Under the hood” of learning computer programming: the emotional and cognitive differences between novices and beginnersComputer Science Education10.1080/08993408.2023.221403334:3(331-352)Online publication date: 25-May-2023
https://doi.org/10.1080/08993408.2023.2214033
Layman LSong YGuinn CChang MLo DGamess E(2020)Toward Predicting Success and Failure in CS2Proceedings of the 2020 ACM Southeast Conference10.1145/3374135.3385277(218-225)Online publication date: 2-Apr-2020
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