An exploration of the meaning of ‘code quality’ for introductory programming courses has led to a model that brings together teacher feedback and suggestions from professional handbooks. We translated this model into a rubric for giving feedback to students in their first courses. Using this rubric in teaching has encouraged us to reflect on the intent of programming language features and how these can be used appropriately. We now propose future work: how can ‘appropriate use’ be more systematically integrated into the model? Furthermore, we propose that using the derived rubric in teaching may very well confront students with unnoticed misconceptions and help them eliminate these. Is this a reasonable assumption? How can we test it?
Type of Publication: Paper
Conference: PPIG 2015 - 26th Annual Workshop
Publication Year: 2015
Paper #: 10