DOI: 10.5176/2251-2195_CSEIT18.122
Authors: Bertram Haskins
Abstract: In recent years, there has been a steady increase in the number of students enrolled in various university courses. This increased number of students brings about an increase in the required workload on the part of the lecturer. This has given rise to the need to investigate alternative ways of applying traditional assessment techniques. This study is an investigation into using multiple choice questions as a viable alternative to the expected assessment techniques used in an introductory programming module. An exploratory study is conducted using various multiple choice question types. The exit-level examination performance on a first-year programming subject, in subsequent years, is contrasted in order to determine the effect of an increased number of multiple choice questions. It is found that a more profound use of multiple choice assessment does not have a tangible, detrimental effect on the final results of the students. These insights are used to present a set of guidelines for the adoption of multiple choice as an assessment tool in a programming module.
Keywords:Programming, Computer aided instruction
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