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ABSTRACT

In this paper, we explore the potential important role that unannounced (or "pop") quizzes can play in CS-1. "Pop" quizzes generate continual feedback to both the student and the instructor of the course. They also encourage students to avoid missing class unless necessary. We present the results of a three year study on the effectiveness of "pop" quizzes in CS-1. Our results demonstrate that students who experience "pop" quizzes in CS-1 score higher on exams than do their counterparts who did not experience "pop" quizzes. This appears especially true for upperclassmen, particularly for juniors. The use of "pop" quizzes in CS-1 also improves performance on programming assignments for juniors. CS/IS majors and Math majors both receive a greater benefit from "pop" quizzes than do other non-majors.

REFERENCES

• 1: Grant Braught , L. Martin Eby , Tim Wahls, The effects of pair-programming on individual programming skill, ACM SIGCSE Bulletin, v.40 n.1, March 2008
• 2: Diana T. Dadamo, The correlation quiz: an aid in curbing cheating in programming assignments, ACM SIGCSE Bulletin, v.22 n.2, p.52-54, June 1990 [doi>10.1145/126445.126456]
• 3: C. Horstmann. Java Concepts. Wiley, 5th edition, 2008.
• 4: Charlie McDowell , Linda Werner , Heather E. Bullock , Julian Fernald, Pair programming improves student retention, confidence, and program quality, Communications of the ACM, v.49 n.8, p.90-95, August 2006 [doi>10.1145/1145287.1145293]
• 5: John Paxton, Live programming as a lecture technique, Journal of Computing Sciences in Colleges, v.18 n.2, p.51-56, December 2002
• 6: Denise Woit , Dave Mason, Enhancing student learning through on-line quizzes, ACM SIGCSE Bulletin, v.32 n.1, p.367-371, Mar. 2000

INDEX TERMS

Primary Classification:
  K. Computing Milieux
  K.3 COMPUTERS AND EDUCATION
      K.3.2 Computer and Information Science Education

General Terms:
Experimentation, Human Factors

Keywords:
cs1, pop quizzes, quizzes