Below is a collection of papers on student help-seeking and formative assessment. In conjunction with the reading academic papers assignment, pick 3 papers. For convenience, I have placed a copy of all of these papers in our Box folder. Remember, we can collectively edit that folder, so grab a copy for yourself, don’t edit it directly in Box if you take notes.
Undergrad TAs and Student Help-Seeking
Aaron J. Smith, Kristy Elizabeth Boyer, Jeffrey Forbes, Sarah Heckman, and Ketan Mayer-Patel. 2017. My Digital Hand: A Tool for Scaling Up One-to-One Peer Teaching in Support of Computer Science Learning. In Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE ’17). Association for Computing Machinery, New York, NY, USA, 549–554. DOI:https://doi.org/10.1145/3017680.3017800
Yanyan Ren, Shriram Krishnamurthi, and Kathi Fisler. 2019. What Help Do Students Seek in TA Office Hours? In Proceedings of the 2019 ACM Conference on International Computing Education Research (ICER ’19). Association for Computing Machinery, New York, NY, USA, 41–49. DOI:https://doi.org/10.1145/3291279.3339418
Diba Mirza, Phillip T. Conrad, Christian Lloyd, Ziad Matni, and Arthur Gatin. 2019. Undergraduate Teaching Assistants in Computer Science: A Systematic Literature Review. In Proceedings of the 2019 ACM Conference on International Computing Education Research (ICER ’19). Association for Computing Machinery, New York, NY, USA, 31–40. DOI:https://doi.org/10.1145/3291279.3339422
L. Battestilli, M. Zahn, and S. Heckman, “Academic help seeking patterns in introductory
computer science courses,” in 2022 ASEE Annual Conference & Exposition, (Minneapolis,
MN), ASEE Conferences, August 2022. https://peer.asee.org/41526
Zhikai Gao, Sarah Heckman, and Collin Lynch. 2022. Who Uses Office Hours? A Comparison of In-Person and Virtual Office Hours Utilization. In Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 1 (SIGCSE 2022). Association for Computing Machinery, New York, NY, USA, 300–306. https://doi.org/10.1145/3478431.3499334
Formative Assessments
Neil C.C. Brown and Amjad Altadmri. 2014. Investigating novice programming mistakes: educator beliefs vs. student data. In Proceedings of the tenth annual conference on International computing education research (ICER ’14). Association for Computing Machinery, New York, NY, USA, 43–50. DOI:https://doi.org/10.1145/2632320.2632343
Kristin Stephens-Martinez, An Ju, Krishna Parashar, Regina Ongowarsito, Nikunj Jain, Sreesha Venkat, and Armando Fox. 2017. Taking Advantage of Scale by Analyzing Frequent Constructed-Response, Code Tracing Wrong Answers. In Proceedings of the 2017 ACM Conference on International Computing Education Research (ICER ’17). Association for Computing Machinery, New York, NY, USA, 56–64. DOI:https://doi.org/10.1145/3105726.3106188
Shuchi Grover. 2021. Toward A Framework for Formative Assessment of Conceptual Learning in K-12 Computer Science Classrooms. Proceedings of the 52nd ACM Technical Symposium on Computer Science Education. Association for Computing Machinery, New York, NY, USA, 31–37. DOI:https://doi.org/10.1145/3408877.3432460
Max Fowler, Binglin Chen, Sushmita Azad, Matthew West, and Craig Zilles. 2021. Autograding “Explain in Plain English” questions using NLP. Proceedings of the 52nd ACM Technical Symposium on Computer Science Education (SIGCSE ’21). Association for Computing Machinery, New York, NY, USA, 1163–1169. DOI:https://doi.org/10.1145/3408877.3432539
