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Measuring CS1 Learning Through Yardsticks: A Historical Perspective

Explore the evolution of assessing CS1 learning, from Elliot Soloway's Rainfall Problem to the Force Concept Inventory, revealing improvements in student comprehension. Gain insights from average exam scores and the impact of interactive-engagement methods.

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Measuring CS1 Learning Through Yardsticks: A Historical Perspective

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  1. Elliot Soloway’s “Rainfall Problem” (1983) • 14% could solve it • McCracken’s ITICSE 2001 Group • Average score 21% • Lister’s Leeds ITICSE 2004 • Allison Elliott Tew 2010 • Average score on the pseudo-code exam 33.78%, and 48.61% on the “native” language exam History of Efforts to Measure CS1 Learning

  2. Hestenes et al.’s Force Concept Inventory • Less than 15% of students understood Newton’s Third Law • Developed interactive-engagement methods • Over 6,000 participants in a study later, showed marked improvements in learning (Hake, 1998) The value of a good yardstick

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