Exploring the Holistic Impact of Adaptive Formative Assessment for Novice Programmers

Abstract

The Introductory Programming module is the first step in the software development related courses. The learning outcomes of this module are fundamental concepts of programming. These independent components increase the difficulties for novices including student struggle, and low self-confidence. To motivate novice students to learn programming languages, lecturers employ a variety of exercises. Inability to address errors while programming can lead novice students to lose interest, making the deliberate introduction of common code errors—alongside strategies to increase motivation and confidence — a key element in supporting their comprehension in programming courses. Formative assessment is one of the approaches for effective programming learning that aims to increase student understanding, instructor instruction, and learning by providing feedback on students’ progress. Most research focuses on either formative assessment or adaptive learning, but not their intersection in programming. Inspired by this approach, this study proposes the use of adaptive formative assessment as a pedagogical intervention to enhance student confidence and support learning Introductory Programming. The experiment is based on lessons learned from the literature and pedagogical theories that support learning through assessment and scaffolding. This study investigated how effectively these assessments helped students understand, learn and develop a sense of their ability to develop computer programs by introducing common programming errors. The self-confidence of students to learn programming is measured through a survey questionnaire and the assessments impact. Findings showed that employing adaptive formative assessment was more likely to motivate students and increase their self-confidence.