Considerable research has been devoted in recent de cades to identifying optimal pedagogical strategies for t eaching computer programming. Often the result of these eff orts has been to conclude that we have made little progr ess, as our students consistently perform poorly on the assessments we apply to measure teaching efficacy. In this paper, we suggest that a significant contribut or to this poor performance may be the methods of assessment, which do not reflect the knowledge and skills that a real programmer needs to write real code. We propose an alternative assessment format using Activity Diagra ms that better reflects true programming ability. Our preliminary results indicate that these assessments correlate well with the ability to produce working code, while more traditional question formats do not. 1
['Dale Parsons', 'Krissi Wood', 'Patricia Haden']
What Are We Doing When We Assess Programming