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Multiple-Choice Questions in Programming Courses

https://doi.org/10.1145/3243137
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What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

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Strategies for stimulating the motivation to learn
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The systematic process of motivational design
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Issues and Difficulties in Teaching Novice Computer Programming
inferredcites →https://doi.org/10.1007/bf02744525openalex-snapshot
Student performance in business and economics statistics: Does exam structure matter?
inferredcites →https://doi.org/10.1016/j.chb.2013.04.030openalex-snapshot
An evaluation of students’ motivation in computer-supported collaborative learning of programming concepts
inferredcites →https://doi.org/10.1016/j.compedu.2013.12.013openalex-snapshot
A game-based approach to the teaching of object-oriented programming languages
inferredcites →https://doi.org/10.1016/j.compedu.2015.10.016openalex-snapshot
Evaluation of knowledge in Object Oriented Programming course with computer adaptive tests
inferredcites →https://doi.org/10.1016/j.paid.2010.09.040openalex-snapshot
How would you like to be evaluated? The correlates of students’ preferences for assessment methods
inferredcites →https://doi.org/10.1016/j.sbspro.2013.10.414openalex-snapshot
Teaching Programming in the Higher Education not for Engineering Students
inferredcites →https://doi.org/10.1080/00220671.1987.10885782openalex-snapshot
Essay versus Multiple-Choice Type Classroom Exams: The Student’s Perspective
inferredcites →https://doi.org/10.1080/02602930600679506openalex-snapshot
Student perceptions of continuous summative assessment
inferredcites →https://doi.org/10.1080/03043797.2015.1056105openalex-snapshot
OJPOT: online judge & practice oriented teaching idea in programming courses
inferredcites →https://doi.org/10.1080/03075070600572090openalex-snapshot
Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice
inferredcites →https://doi.org/10.1080/03098770601167922openalex-snapshot
E‐assessment by design: using multiple‐choice tests to good effect
inferredcites →https://doi.org/10.1080/08832329709601623openalex-snapshot
Quality Multiple-Choice Test Questions: Item-Writing Guidelines and an Analysis of Auditing Testbanks
inferredcites →https://doi.org/10.1080/08993408.2010.509097openalex-snapshot
Instructor perspectives of multiple-choice questions in summative assessment for novice programmers
inferredcites →https://doi.org/10.1080/09500693.2014.916831openalex-snapshot
Student-Generated Content: Enhancing learning through sharing multiple-choice questions
inferredcites →https://doi.org/10.1109/fie.2016.7757726openalex-snapshot
Types of assessing student-programming knowledge
inferredcites →https://doi.org/10.1111/j.1540-4609.2005.00053.xopenalex-snapshot
Multiple‐Choice Tests and Student Understanding: What Is the Connection?
inferredcites →https://doi.org/10.1111/j.1745-3984.1994.tb00433.xopenalex-snapshot
The Relationship of Essay and Multiple‐Choice Scores With Grades in College Courses
inferredcites →https://doi.org/10.1145/1041624.1041673openalex-snapshot
A multi-national study of reading and tracing skills in novice programmers
inferredcites →https://doi.org/10.1145/1227310.1227352openalex-snapshot
A games first approach to teaching introductory programming
inferredcites →https://doi.org/10.1145/1480828.1480839openalex-snapshot
High-level problems in teaching undergraduate programming languages
inferredcites →https://doi.org/10.1145/2617658openalex-snapshot
The difficulty of teaching programming languages, and the benefits of hands-on learning
inferredcites →https://doi.org/10.1145/2674683.2674701openalex-snapshot
Multiple-choice vs free-text code-explaining examination questions
inferredcites →https://doi.org/10.1145/2785807openalex-snapshot
The Impact of Different Teaching Approaches and Languages on Student Learning of Introductory Programming Concepts
inferredcites →https://doi.org/10.1145/2839509.2844559openalex-snapshot
Developing a Computer Science Concept Inventory for Introductory Programming
inferredcites →https://doi.org/10.1145/2899415.2925503openalex-snapshot
Employing Multiple-Answer Multiple Choice Questions
inferredcites →https://doi.org/10.1145/2910925.2910950openalex-snapshot
Measuring the Difficulty of Test Items in Computing Science Education
inferredcites →https://doi.org/10.1145/359369.359393openalex-snapshot
On blooming first year programming, and its blooming assessment
inferredcites →https://doi.org/10.1145/364447.364605openalex-snapshot
Objectives and objective assessment in CS1
inferredcites →https://doi.org/10.1145/366413.364605openalex-snapshot
Objectives and objective assessment in CS1
inferredcites →https://doi.org/10.1145/377435.377472openalex-snapshot
The motivation of students of programming
inferredcites →https://doi.org/10.15388/infedu.2004.12openalex-snapshot
Testing Programming Skills with Multiple Choice Questions
inferredcites →https://doi.org/10.15388/infedu.2016.01openalex-snapshot
Teaching Nondeterminism Through Programming
inferredcites →https://doi.org/10.2190/4nk5-17l7-twqv-1ehlopenalex-snapshot
Strategies for Programming Instruction in High School: Program Completion vs. Program Generation
inferredcites →https://doi.org/10.2991/icaet-14.2014.22openalex-snapshot
Teaching Programming Subjects with Emphasis on Programming Paradigms
inferredcites →https://doi.org/10.48550/arxiv.1307.1050openalex-snapshot
Consequences the extensive use of multiple-choice questions might have on student's reasoning structure
inferredcites →https://doi.org/10.5555/2483716.2483724openalex-snapshot
Introductory programming: examining the exams

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

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An ensembling model for early identification of at‐risk students in higher education
inferred← citeshttps://doi.org/10.1007/978-3-031-48536-7_9openalex-snapshot
A Consolidated Catalogue of Question Types for Programming Courses
inferred← citeshttps://doi.org/10.1109/edunine62390.2026.11546803openalex-snapshot
WIP Comparing Multiple Choice and AI Chatbot Assisted Open Ended Assessments in Software Engineering Introductory Course
inferred← citeshttps://doi.org/10.1109/te.2023.3238895openalex-snapshot
Engineering Students’ Experiences of Assessment in Introductory Computer Science Courses
inferred← citeshttps://doi.org/10.1109/te.2026.3693554openalex-snapshot
Redesigning Objective Questions for Efficient and Fair Assessment in Theoretical STEM Courses
inferred← citeshttps://doi.org/10.1145/3441636.3442301openalex-snapshot
Examining the Exams: Bloom and Database Modelling and Design
inferred← citeshttps://doi.org/10.1145/3441636.3442306openalex-snapshot
The Impact of Multiple Choice Question Design on Predictions of Performance
inferred← citeshttps://doi.org/10.1145/3511886openalex-snapshot
Adaptive Assessment and Content Recommendation in Online Programming Courses: On the Use of Elo-rating
inferred← citeshttps://doi.org/10.1145/3517134openalex-snapshot
A Qualitative Study of Experienced Course Coordinators’ Perspectives on Assessment in Introductory Programming Courses for Non-CS Majors
inferred← citeshttps://doi.org/10.11591/ijere.v10i2.21008openalex-snapshot
Using online multiple choice questions with multiple attempts: A case for self-directed learning among tertiary students
inferred← citeshttps://doi.org/10.18421/tem123-44openalex-snapshot
Systematic Review: AI's Impact on Higher Education - Learning, Teaching, and Career Opportunities
inferred← citeshttps://doi.org/10.3390/su12176990openalex-snapshot
Cognitive Learning Analytics Using Assessment Data and Concept Map: A Framework-Based Approach for Sustainability of Programming Courses
inferred← citeshttps://doi.org/10.4995/head24.2024.17104openalex-snapshot
The impact of using formative assessment in introductory programming on teaching and learning
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