Developing a Pre- and Post-Course Concept Inventory to Gauge Operating Systems Learning

Title:
Developing a Pre- and Post-Course Concept Inventory to Gauge Operating Systems Learning
Authors:
Webb, Kevin C.; Taylor, Cynthia
Abstract:
Operating systems courses often present students with multiple approaches to solve a problem, often with differing trade-offs. While students are more than capable of memorizing the details of these competing approaches, they often struggle to recommend a specific approach and analyze its implications. In particular, we find that students exhibit difficultly in interpreting text-based scenario descriptions in a way that allows them to correctly choose between potential solutions when presented with a high-level, conceptual scenario. In this paper, we describe the development of a pre- and post-course concept inventory, which we utilize to explore students' misconceptions of operating systems and their associated trade-offs. We compare the results of our assessment with in-class peer instruction questions and exam questions to characterize the areas in which students most commonly struggle with operating systems material.
Citation:
Webb, K. and C. Taylor. 2014. "Developing a Pre- and Post-Course Concept Inventory to Gauge Operating Systems Learning." In The Proceedings of the 45th ACM Technical Symposium on Computer Science Education (SIGCSE), Atlanta, GA, 103-108.
DATE ISSUED:
2014
Department:
Computer Science
Type:
Meetings and Proceedings
PUBLISHED VERSION:
10.1145/2538862.2538886
PERMANENT LINK:
http://hdl.handle.net/11282/566856

Full metadata record

DC FieldValue Language
dc.contributor.authorWebb, Kevin C.en
dc.contributor.authorTaylor, Cynthiaen
dc.date.accessioned2015-08-13T10:35:38Zen
dc.date.available2015-08-13T10:35:38Zen
dc.date.issued2014en
dc.identifier.citationWebb, K. and C. Taylor. 2014. "Developing a Pre- and Post-Course Concept Inventory to Gauge Operating Systems Learning." In The Proceedings of the 45th ACM Technical Symposium on Computer Science Education (SIGCSE), Atlanta, GA, 103-108.en
dc.identifier.urihttp://hdl.handle.net/11282/566856en
dc.description.abstractOperating systems courses often present students with multiple approaches to solve a problem, often with differing trade-offs. While students are more than capable of memorizing the details of these competing approaches, they often struggle to recommend a specific approach and analyze its implications. In particular, we find that students exhibit difficultly in interpreting text-based scenario descriptions in a way that allows them to correctly choose between potential solutions when presented with a high-level, conceptual scenario. In this paper, we describe the development of a pre- and post-course concept inventory, which we utilize to explore students' misconceptions of operating systems and their associated trade-offs. We compare the results of our assessment with in-class peer instruction questions and exam questions to characterize the areas in which students most commonly struggle with operating systems material.en
dc.language.isoen_USen
dc.identifier.doi10.1145/2538862.2538886en
dc.subject.departmentComputer Scienceen
dc.titleDeveloping a Pre- and Post-Course Concept Inventory to Gauge Operating Systems Learningen
dc.typeMeetings and Proceedingsen
dc.identifier.isbn9781450326056en
dc.identifier.startpage103en
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