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The effects of partially-individualized assignments on subsequent student performance

Authors:

Brian Toothman,

Russell ShackelfordAuthors Info & Claims

SIGCSE '98: Proceedings of the twenty-ninth SIGCSE technical symposium on Computer science education

Pages 287 - 291

https://doi.org/10.1145/273133.274314

Published: 01 March 1998 Publication History

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Abstract

At Georgia Tech, we investigated aspects of student performance in the Introduction to Computing course offered by the College of Computing. Our goal was to investigate the effects of customizing assignments based on individual student needs. This was motivated by the fact that our technology can enable us to create and distribute individualized assignments. Thus, we sought to answer the question, "In the span of a single academic quarter, can we (a) identify weaknesses in each student's performance, then (b) give them assignments targeted to their individual weaknesses such that (c) we achieve a positive impact on their subsequent performance. Significant results were found with respect to certain aspects of individualization. They suggest individualized assignments can be effective for students who evidence neither very strong nor very weak topical performance.

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Cited By

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Ladd B(2006)The curse of Monkey IslandJournal of Computing Sciences in Colleges10.5555/1127442.112746421:6(162-174)Online publication date: 1-Jun-2006
https://dl.acm.org/doi/10.5555/1127442.1127464
Tretiakov A(2005)An Allocation Model for Automatic Assignment Generation and MarkingProceedings of the Fifth IEEE International Conference on Advanced Learning Technologies10.1109/ICALT.2005.46(133-137)Online publication date: 5-Jul-2005
https://dl.acm.org/doi/10.1109/ICALT.2005.46
Mitchell MSheard JMarkham S(2000)Student motivation and positive impressions of computing subjectsProceedings of the Australasian conference on Computing education10.1145/359369.359398(189-194)Online publication date: 1-Dec-2000
https://dl.acm.org/doi/10.1145/359369.359398
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Index Terms

The effects of partially-individualized assignments on subsequent student performance
1. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Computing education programs
        Computer science education
        Information science education

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Published In

SIGCSE '98: Proceedings of the twenty-ninth SIGCSE technical symposium on Computer science education

March 1998

396 pages

ISBN:0897919947

DOI:10.1145/273133

Chairmen:
John Lewis
Villanova Univ., Villanova, PA
,
Jane Prey
Univ. of Virginia
,
Editors:
Daniel Joyce
Villanova Univ., Villanova, PA
,
John Impagliazzo
Hofstra Univ., Hempstead, NY

ACM SIGCSE Bulletin Volume 30, Issue 1
Mar. 1998
376 pages
ISSN:0097-8418
DOI:10.1145/274790
Chairmen:
John Lewis
Villanova Univ., Villanova, PA
,
Jane Prey
Univ. of Virginia
,
Editors:
John Impagliazzo
Hofstra Univ., Hempstead
,
Daniel Joyce
Villanova Univ., Villanova, PA
Issue’s Table of Contents

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 01 March 1998

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SIGCSE

SIGCSE98: Technical Symposium on Computer Science Education

February 26 - March 1, 1998

Georgia, Atlanta, USA

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SIGCSE '98 Paper Acceptance Rate 72 of 201 submissions, 36%;

Overall Acceptance Rate 1,595 of 4,542 submissions, 35%

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Cited By

View all

Ladd B(2006)The curse of Monkey IslandJournal of Computing Sciences in Colleges10.5555/1127442.112746421:6(162-174)Online publication date: 1-Jun-2006
https://dl.acm.org/doi/10.5555/1127442.1127464
Tretiakov A(2005)An Allocation Model for Automatic Assignment Generation and MarkingProceedings of the Fifth IEEE International Conference on Advanced Learning Technologies10.1109/ICALT.2005.46(133-137)Online publication date: 5-Jul-2005
https://dl.acm.org/doi/10.1109/ICALT.2005.46
Mitchell MSheard JMarkham S(2000)Student motivation and positive impressions of computing subjectsProceedings of the Australasian conference on Computing education10.1145/359369.359398(189-194)Online publication date: 1-Dec-2000
https://dl.acm.org/doi/10.1145/359369.359398
Bridgeman SGoodrich MKobourov STamassia R(2000)SAILACM SIGCSE Bulletin10.1145/331795.33187432:1(300-304)Online publication date: 1-Mar-2000
https://dl.acm.org/doi/10.1145/331795.331874
Bridgeman SGoodrich MKobourov STamassia RCassel BDale NWalker H(2000)SAILProceedings of the thirty-first SIGCSE technical symposium on Computer science education10.1145/330908.331874(300-304)Online publication date: 1-May-2000
https://dl.acm.org/doi/10.1145/330908.331874
Preston JShackelford R(1999)Improving on-line assessmentACM SIGCSE Bulletin10.1145/384267.30584031:3(29-32)Online publication date: 27-Jun-1999
https://dl.acm.org/doi/10.1145/384267.305840
Preston JShackelford RErickson CWilusz TDaniels MMcCauley R(1999)Improving on-line assessmentProceedings of the 4th annual SIGCSE/SIGCUE ITiCSE conference on Innovation and technology in computer science education10.1145/305786.305840(29-32)Online publication date: 27-Jun-1999
https://dl.acm.org/doi/10.1145/305786.305840
Preston JShackelford R(1998)A system for improving distance and large-scale classesACM SIGCSE Bulletin10.1145/290320.28312130:3(193-198)Online publication date: 1-Aug-1998
https://dl.acm.org/doi/10.1145/290320.283121
Preston JShackelford RDavies GÓΉigeartaigh M(1998)A system for improving distance and large-scale classesProceedings of the 6th annual conference on the teaching of computing and the 3rd annual conference on Integrating technology into computer science education: Changing the delivery of computer science education10.1145/282991.283121(193-198)Online publication date: 1-Aug-1998
https://dl.acm.org/doi/10.1145/282991.283121

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