Using Paper-based, Near-immediate Feedback to Support Active Learning in an Introductory Programming Course

Stewart Thomas
2019 ASEE Annual Conference & Exposition Proceedings   unpublished
This research paper presents an automated, randomized grading system to support active learning activities and studies its effectiveness in second year (i.e., sophomore-level) engineering programming course. Formative assessment is an essential tool to both the instructor as well as the learner to measure course and concept progression. Further, immediate feedback is known to facilitate student learning, but is not widely adopted. As more classes convert to flipped-style modalities and dedicate
more » ... lities and dedicate significant portions of time to active learning activities, it is important to ensure that students are coming to class prepared. This paper addresses a method to increase opportunities for assessment that includes rapid feedback to the learner.
doi:10.18260/1-2--33513 fatcat:ayz6cmgaanh7zjhvr4kixkiyrq