Going SOLO to assess novice programmers
By Judithe Sheard, Angela Carbone, Raymond Lister, B. Simon, Errol Thompson, Jacqueline L. Whalley. 2008
169 citations recorded by the source corpus.
Subfields: Computer Science Applications, Information Systems, Human-Computer Interaction
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Computer Science Applications
- Paul Denny
- Juho Leinonen
- Sami Sarsa
- Arto Hellas
- Stephen MacNeil
- Seth Bernstein
- Andrew Tran
- Joanne Kim
In Information Systems
- Paul Denny
- Juho Leinonen
- Sami Sarsa
- Arto Hellas
- Stephen MacNeil
- Seth Bernstein
- Andrew Tran
- Joanne Kim
In Human-Computer Interaction
- Sami Sarsa
- Paul Denny
- Juho Leinonen
- Arto Hellas
- Seth Bernstein
- Andrew Tran
- Stephen MacNeil
- Joanne Kim
Citations in the corpus
- Comparing Code Explanations Created by Students and Large Language Models (2023, background): “Prior computing education research suggests that proficiency at explaining code develops for novices after lower-level code tracing skills and is a prerequisite for higher-level code writing skills [24, 39].”
- The Robots Are Here: Navigating the Generative AI Revolution in Computing Education (2023, background): “This is akin to a multistructural explanation [169], which may focus student attention at lower levels of the SOLO taxonomy, rather than thinking about the overall purpose of code.”
- Further evidence of a relationship between explaining, tracing and writing skills in introductory programming (2009, background): “Sheard et al. (2008) found that the ability of students to explain code correlated positively with their ability to write code.”
- Explaining program code: giving students the answer helps - but only just (2011, methodology): “…would be the question: What is the purpose or outcome of the following piece of code? x = a1; a1 = a2; a2 = x; The BRACElet project has conducted much research on the inclusion of code-explaining questions in programming exams and their analysis according to the SOLO taxonomy [2, 9, 15, 22].”
- Introductory programming: a systematic literature review (2018, background): “[593] to assess the depth of programming knowledge and understanding.”
- Automatic Generation of Programming Exercises and Code Explanations Using Large Language Models (2022, background): “The relationship between a student’s ability to explain code, and related skills such as code tracing and code writing, have been the focus of much prior research in computing education [51, 52, 75, 83].”