• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >An investigation of the impact of automated software testing tools on reflective thinking and student performance in introductory computer science programming assignments.
【24h】

An investigation of the impact of automated software testing tools on reflective thinking and student performance in introductory computer science programming assignments.

机译：在介绍性的计算机科学程序设计作业中，对自动化软件测试工具对反思性思维和学生表现的影响进行了调查。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

This research examined the benefits of automated software testing on student performance and levels of reflection. Edwards (2004) theorized that the increased grade performance that he observed in students who used his Web Center for Automated Testing (Web-CAT) software was the result of increased levels reflective thought in students, such as the reflection-in-action described by Schon (1983). The participants in this study consisted of 144 students in introductory Java programming courses at the University of West Florida. Students were invited to use the Web-CAT software-testing tool for three software projects in the middle of a semester. Students were not required to write their own test cases. Instead, the testing tool used researcher-supplied test cases to evaluate student code and provide immediate feedback to the students. At the end of the semester, student self-reported levels of reflection were measured using Kember et al.'s (2000) reflective thinking survey. Students who used the software were grouped into three usage levels: none, low and high. The only significant difference in the levels of reflective thought among any of the usage categories was a lower level of reported understanding for the high Web-CAT usage level. Average student project performance also increased significantly for those in the high usage level. Students, instructors, and administrators could benefit from the adoption of such automated testing software and may see improvements in student performance even without student-written test cases. More research is needed, however, to determine if student-written test cases would provide an increase in student reflective thought.
机译：这项研究检查了自动化软件测试对学生表现和反思水平的好处。爱德华兹（Edwards）（2004）得出的理论是，他在使用他的Web自动测试中心（Web-CAT）软件的学生中观察到的成绩提高是学生反思性思维水平提高的结果，例如， Schon（1983）。这项研究的参与者包括144名在西佛罗里达大学学习Java编程入门课程的学生。一个学期中，邀请学生使用Web-CAT软件测试工具进行三个软件项目。不需要学生编写自己的测试用例。相反，测试工具使用研究人员提供的测试用例评估学生代码并向学生提供即时反馈。在学期末，使用Kember等人（2000年）的反思思维调查来测量学生自我报告的反思水平。使用该软件的学生分为三个使用级别：无，低和高。在任何使用类别中，反思性思考的水平的唯一显着差异是，对于较高的Web-CAT使用水平，所报告的理解水平较低。对于高使用率水平的学生，平均学生项目绩效也显着提高。学生，讲师和管理员可以从采用这种自动测试软件中受益，即使没有学生编写的测试用例，学生的表现也会有所改善。然而，需要更多的研究来确定学生编写的测试用例是否会增加学生的反思性思维。

著录项

  • 作者

    Fridge, Evorell Lawton.;

  • 作者单位

    The University of West Florida.;

  • 授予单位 The University of West Florida.;
  • 学科 Computer science.;Educational evaluation.;Educational technology.
  • 学位 Ed.D.
  • 年度 2014
  • 页码 106 p.
  • 总页数 106
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 F7-4;
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号