Towards an ability to direct college students to an appropriately paced introductory computer science course

Abstract

We propose a working group to investigate methods of proper placement of university entrance-level students into introductory computer science courses. The main issues are the following. (1) The ability to predict skill in the absence of prior experience (2) The value of programming language neutrality in an assessment instrument (3) Stigma and other perception issues associated with students’ performance, especially among groups underrepresented in computer science (4) The impact or potential impact on underrepresented populations (minorities, those with lower socioeconomic status) (5) The outcomes/satisfaction/retention metrics in the major of the paced/tracked students compared to those in one-size-fits-all introductory classes We perceive the current advanced placement exams offered by organizations such as The College Board to be inadequate for our purposes because they are language specific and they test the results of taking a standardized course. Their exams are not intended to determine whether or not a student who has not been exposed to computing or who has been exposed to a different computing paradigm or language would be able to grasp completely new concepts quickly. Members of the group will collect evidence-based research on freshman college student readiness, the utility of so-called “placement” and “entrance” exams, and actual exams employed by universities. Admission to the group has been determined largely by the documented ability of the applicant to collect such information and/or to be able to contribute to the anticipated intense debates that will be part of the work.