- About
- Events
- Support
- Project Archive
- Amundsen Fellowship Program
- Disrupting Colonialism through Teaching Program
- Exploring Well-being in Learning Environments Program
- Inquiring into Your Multilingual Classroom Projects
- New Ways of Teaching, New Ways of Learning
- Teaching and Learning Development Grant Program
- Scholarship of Teaching + Learning Projects
- Programs
- SoTL 101: Introduction to SoTL and Teaching + Learning Inquiry
- SoTL 102: Formulating an Inquiry Project
- SoTL Thoughts
- Coffee + Conversation
- Tools for Inquiry: Conducting Inquiry Using CES
- Amundsen Fellowship Program
- Decolonial Teaching + Learning Seminar Series
- Decolonizing and Indigenizing Curricula
- Disrupting Colonialism through Teaching Program
- Exploring Well-being in Learning Environments: An Integrated Seminar Series + Grants Program
- Inquiring into Your Multilingual Classroom: An Integrated Seminar Series + Grants Program
- New Ways of Teaching, New Ways of Learning: Supporting Learning in Online Environments
- Teaching and Learning Development Grant Program
- Conferences
- Cfp: 2027 B.C. Open Education Summit [Deadline: October 18, 2026]
- 2026 SoTL Symposium Conference [October 22-24, 2026]
- B.C. Academic Integrity Day [October 23, 2026]
- Digital Learning Forum [Deadline: October 27, 2026]
- 2026 ISSOTL Conference [October 28-31, 2026]
- OnlineEd 2026 Conference [November 4, 2026]
- 2026 STLHE Virtual Conference [November 13, 2026]
- Cfp: International Journal for Students as Partners [Deadline: November 15, 2026]
- Call for chapters - Making up time: Towards a pedagogy of living and resisting the economization of time [Deadline: November 30, 2026]
- For Research Personnel
- News + Stories
Investigating Methods of Evaluation for Formative Assessment in a First-Year Course in Computing Science
Grant program: Teaching and Learning Development Grant (TLDG)
Grant recipient: Janice Regan, School of Computing Science
Timeframe: January 2007 to January 2008
Description: When learning a programming language, it is necessary to learn one set of tools before one can add the next. This means that falling behind in the course makes understanding of later topics much more difficult. This study investigated the effectiveness of “low-stakes” in-class quizzes in a first-year course. Data collected were student surveys, student achievement, and instructor observation.
Questions addressed: What do students perceive as the usefulness of the quizzes in both the lecture sessions and lab sessions? Do students understand quizzed concepts/procedures better after a quiz? Are students more likely to ask questions about the ideas and methods that are quizzed when reviewing for exams or doing assignments? Do regular weekly quizzes improve the marks on exams and assignments?
Support provided: Development of proposal, RA to develop survey tool and help analyze data.