Abstract: This paper reports the findings of a study done to determine if increasing the number of exams in a course had an effect on student grades. Some studies have found that more frequent exams positively influence scores while other studies have found more frequent exams do not make a difference in student achievement. This study examines the impact of adding two additional exams to an introductory computer programming course taken by undergraduate computer science, information systems, and other STEM majors. The findings did not show any significant differences in student performance between the fall classes that took three exams and the spring classes that took five exams. In addition a survey was given to discover student attitudes and preferences regarding exam frequency and scheduling. The survey results revealed students want more exams in courses to reduce anxiety and increase confidence and motivation to study.
Keywords: Computer Programming, Computer Science, exam frequency, Information Systems, number of exams, testing frequency
Download this article: ISEDJ - V15 N3 Page 22.pdf
Recommended Citation: Adkins, J. K., Linville, D. (2017). Testing Frequency in an Introductory Computer Programming Course. Information Systems Education Journal, 15(3) pp 22-28. http://isedj.org/2017-15/ ISSN: 1545-679X. (A preliminary version appears in The Proceedings of EDSIG 2016)