Researcher(s)
- Jessica Cunningham, Computer Science, University of Delaware
- Connor Vitz, Computer Science, University of Delaware
Faculty Mentor(s)
- Nazim Karaca, Computer and Information Sciences, University of Delaware
Abstract
Introduction to Computer Science I (CS1) is one of the most crucial computer science classes students take, and it is essential to validate students’ knowledge of that content because they need it for higher-level classes. Given the importance of this course in an academic career, it is vital that CS1 have exams that align with the learning objectives covered in the textbook and prioritized by the CS department instructors to ensure fairness and success. However, it is unclear if the current exams and the textbook are adequately coordinated. Instructors have raised concerns that students leave class without the proper understanding needed for future coursework. To address this issue, we drew on prior studies on content validity and the importance of constructive alignment. Based on these approaches, we used a systematic approach to determine the convergence of exams to the textbook. We consulted with the instructors to create a prioritization of learning objectives that are deemed essential to the curriculum. Existing questions were then tagged to the textbook information they were attempting to assess. We implemented a coverage tool to analyze the distribution of the chapter content of the questions per exam. The results of our assessment demonstrated that the existing exams inadequately align with the learning objective prioritization established. To mitigate this, we revised our exam to better reflect what is intended to be assessed. These changes will be monitored with future data collected from real students taking the updated exams. With a new understanding of the content validity of our exams and completed revisions, this work contributes to students’ understanding of core learning objectives. These efforts aim to provide students with feedback about their gaps in knowledge to better support their progression in the CSI course and future courses that depend on the fundamentals learned in this class.