Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7534
Title: CS1 Student Assessments of Themselves Relative to Others: The Role of Self-Critical Bias and Gender
Authors: Gorson, Jamie
O’Rourke, Eleanor
Keywords: Learning Sciences
Issue Date: Jun-2021
Publisher: International Society of the Learning Sciences
Citation: Gorson, J. & O’Rourke, E. (2021). CS1 Student Assessments of Themselves Relative to Others: The Role of Self-Critical Bias and Gender. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 597-600). Bochum, Germany: International Society of the Learning Sciences.
Abstract: University introductory computer science courses (CS1) present many challenges. Students enter CS1 with varying backgrounds and many are evaluating their potential for success in the major. Students often negatively self-assess in response to natural programming moments, such as getting a syntax error, but we have a limited understanding of the mechanisms that drive these self-assessments. In this paper, we study the differences in student assessments of themselves and their assessments of others in response to particular programming moments. We analyze survey data from 214 CS1 students, finding that many have a self-critical bias, evaluating themselves more harshly than others. We also found that women have a stronger self-critical bias, and that students tend to be more self-critical when the other is female. These insights can help us reduce the impact of negative self-assessments on student experiences.
URI: https://doi.dx.org/10.22318/icls2021.597
https://repository.isls.org//handle/1/7534
Appears in Collections:ISLS Annual Meeting 2021

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