Test-driven learning in early programming courses

ABSTRACT

Coercing new programmers to adopt disciplined development practices such as thorough unit testing is a challenging endeavor. Test-driven development (TDD) has been proposed as a solution to improve both software design and testing. Test-driven learning (TDL) has been proposed as a pedagogical approach for teaching TDD without imposing significant additional instruction time.

This research evaluates the effects of students using a test-first (TDD) versus test-last approach in early programming courses, and considers the use of TDL on a limited basis in CS1 and CS2. Software testing, programmer productivity, programmer performance, and programmer opinions are compared between test-first and test-last programming groups. Results from this research indicate that a test-first approach can increase student testing and programmer performance, but that early programmers are very reluctant to adopt a test-first approach, even after having positive experiences using TDD. Further, this research demonstrates that TDL can be applied in CS1/2, but suggests that a more pervasive implementation of TDL may be necessary to motivate and establish disciplined testing practice among early programmers.

REFERENCES

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INDEX TERMS

Primary Classification:
  D. Software
  D.2 SOFTWARE ENGINEERING
      D.2.2 Design Tools and Techniques
          Subjects: Evolutionary prototyping

Additional Classification:
  D. Software
  D.2 SOFTWARE ENGINEERING
      D.2.2 Design Tools and Techniques
          Subjects: Object-oriented design methods

  K. Computing Milieux
  K.3 COMPUTERS AND EDUCATION
      K.3.2 Computer and Information Science Education
          Subjects: Computer science education

General Terms:
Design, Verification

Keywords:
cs1, pedagogy, test-driven development, test-driven learning