Skip to content

Commit

Permalink
added bof page
Browse files Browse the repository at this point in the history
  • Loading branch information
@mfsilva22
mfsilva22 committed Feb 27, 2024
1 parent 8fc4cc0 commit f41be1d
Show file tree
Hide file tree
Showing 2 changed files with 205 additions and 0 deletions.
178 changes: 178 additions & 0 deletions src/pages/sigcse2024-bof/index.tsx
View file
Original file line number Diff line number Diff line change
@@ -0,0 +1,178 @@
import React from "react";
import classnames from "classnames";
import Head from "next/head";
import Link from "next/link";
import { PageBanner } from "../../components/Banner";
import { Heading } from "../../components/Heading";
import Stack from "../../components/Stack";

export default function SIGCSE2024() {
return (
<React.Fragment>
<Head>
<title>SIGCSE 2024 Computer-Based Testing</title>
</Head>

<PageBanner
title="SIGCSE 2024"
subtitle="Technical Symposium on Computer Science Education"
/>

<div className={classnames("container-fluid py-4")}>
<div className="container-md pt-2">
<Stack spacing={4}>
<Heading>BOF: Experiences With Computer-Based Testing</Heading>

<p>
Affordable, secure, and scalable assessment delivery is an
essential component of large university courses, whether online or
in-person. The switch to Computer-Based Testing (CBT) can have a
surprising, and almost transformational effect on pedagogy. Modern
CBT systems provide almost unlimited flexibility in the types of
questions they can support, for both manual grading and
autograding, and CBT has now been adopted at several universities
and is under serious consideration at others. In this BoF, faculty
interested in learning about CBT and how to implement it at their
institution are invited to ask their questions. Faculty
experienced with CBT are invited to share how CBT has changed
their approach, pedagogy, and behavior and how to advocate for its
adoption.
</p>

<h4>Why is this important</h4>

<p>
Many computer science departments are struggling with enrollment
pressure. While many parts of courses can be scaled effectively,
traditional paper exams become a huge administrative burden due to
authoring, printing, proctoring, providing feedback, and dealing
with conflict exams. Furthermore, in programming-oriented courses,
writing code on paper is less authentic than writing it on a
computer. Computer-based testing is an alternative to paper exams
that can reduce instructor workload while maintaining high
academic standards. Key features of CBT are: 1) it facilitates
writing question generators that can be re-used each semester, 2)
it facilitates grading (automatic or manual) by capturing student
work in a digital form, 3) it permits authentic code writing using
standard tools, and 4) questions can get more sophisticated than
what can be done on a paper exam.
</p>
<p>
CBT can be deployed in many fashions: 1) using a dedicated testing
center, 2) during pre-scheduled labs (lab exams), 3)
bring-your-own-device (BYOD) with or without a lock down browser,
and 4) online with or without remote proctoring, each of which
represents different infrastructure vs. security trade-offs.
Implementing CBT involves surmounting a number of obstacles,
including developing or acquiring a bank of questions, IT
infrastructure support, physical infrastructure (space, computers,
staffing), and acclimating students to taking computer-based
exams. By reducing the administrative overhead of summative
assessment, CBT facilitates best practice pedagogies like frequent
assessment and mastery learning.
</p>

<h4>Organizers</h4>
<ul>
<li>
Prof. Armando Fox, UC Berkeley,{" "}
<a href="mailto:[email protected]">[email protected]</a>,{" "}
<a href="https://www2.eecs.berkeley.edu/Faculty/Homepages/fox.html">
www.cs.berkeley.edu/~fox
</a>
</li>
<li>
Prof. Dan Garcia, UC Berkeley,{" "}
<a href="mailto:[email protected]">[email protected]</a>{" "}
,{" "}
<a href="https://people.eecs.berkeley.edu/~ddgarcia/">
www.cs.berkeley.edu/~ddgarcia
</a>
</li>
<li>
Prof. Firas Moosvi, University of British Columbia,{" "}
<a href="mailto:[email protected]">[email protected]</a>,{" "}
<a href="https://www.cs.ubc.ca/people/firas-moosvi">
https://www.cs.ubc.ca/people/firas-moosvi
</a>
</li>
<li>
Prof. Cinda Heeren, University of British Columbia,{" "}
<a href="mailto:[email protected]">[email protected]</a>,{" "}
<a href="https://www.cs.ubc.ca/people/cinda-heeren/">
https://www.cs.ubc.ca/people/cinda-heeren
</a>
</li>
<li>
Prof. Mariana Silva, University of Illinois Urbana-Champaign,{" "}
<a href="mailto:[email protected]">[email protected]</a>,{" "}
<a href="https://mfsilva.web.illinois.edu/">
https://mfsilva.web.illinois.edu/
</a>
</li>
<li>
Prof. Craig Zilles, University of Illinois Urbana-Champaign,{" "}
<a href="mailto:[email protected]">[email protected]</a>,{" "}
<a href="https://mfsilva.web.illinois.edu/">
https://zilles.cs.illinois.edu
</a>
</li>
<li>
Prof. Matthew West, University of Illinois Urbana-Champaign,{" "}
<a href="mailto:[email protected]">[email protected]</a>,{" "}
<a href="https://lagrange.mechse.illinois.edu/">
https://lagrange.mechse.illinois.edu
</a>
</li>
</ul>

<h4>Tentative Agenda</h4>

<p>
We&lsquo;ll start with a round of introductions, where experienced
users of CBT (including the moderators) briefly present their
experiences and views on CBT. The bulk of the session will be a
moderated Q&amp;A from participants. Some of the topics that may
be discussed:
</p>
<ul>
<li>What are the pros and cons of different approaches?</li>
<li>What are the biggest challenges?</li>
<li>How do you go about building a question bank?</li>
<li>How have students reacted?</li>
<li>How has the advent of ChatGPT affected CBT?</li>
<li>
What has been the reaction of your peers/colleagues about CBT?
</li>
<li>
What software do you use for administering assessments and how
happy are you with it?
</li>
<li>
What does setting up a dedicated CBT testing center entail and
how did you convince your administration?{" "}
</li>
</ul>

<h4>Who should attend</h4>

<p>
This session may be of interest to (1) CBT-curious instructors
seeking real stories from those using it; (2) CBT-experienced
instructors who wants to share tips and offer advice to those
looking to try it or advocating for it within their institutions;
(3) staff who are involved in (or would be involved in) the
operation of dedicated CBT facilities; (4) students and TAs who
would be impacted by or would be interested in weighing in on the
pros and cons of CBT from a student or TA point of view.
</p>

<h4>Time and Location</h4>

<p>Thursday, March 21, 18:30-19:20, B113-114, Flock 2c</p>
</Stack>
</div>
</div>
</React.Fragment>
);
}
27 changes: 27 additions & 0 deletions src/pages/sigcse2024-bof/submit-questions.mdx
View file
Original file line number Diff line number Diff line change
@@ -0,0 +1,27 @@
import { MarkdownLayout } from "../../components/MarkdownLayout";

export const meta = {
title: "Submit your PrairieLearn question",
backText: "Back to sigcse affiliated event page",
backHref: "/sigcse2024",
};

## How does this work?

One of the best things about PrairieLearn is how flexible and customizable it is. Over the past few years, we have seen tremendously creative and original question types! A group of PrairieLearn users are organizing an event at SIGCSE 2024 Technical Symposium in Portland OR, to showcase the kinds of cool questions one can build with PrairieLearn. It will be Friday, March 22nd from noon-1:30pm in Meeting Rooms D137-138.

We’re looking for examples of engaging and interactive PrairieLearn questions (or assessments) that go beyond what you can do “out of the box” in some novel or creative way. Perhaps your questions assess an interesting topic in a novel way, or provide interactive assessments that are custom built, or use a new element type that can be used as a building block for other questions. We want to see them all!

If you or your colleagues/students have developed PrairieLearn question(s) that might fit this description, we’d love to have you submit them for possible inclusion in our showcase.

During the event itself, we will ask the authors/submitters of selected questions to give quick 3-5 minute "lightning talk" demos of their question, as time permits. But even if you or your delegate/student/representative cannot attend SIGCSE in person, we have other ways we’d be able to showcase your question(s). We will also make available to event participants a PrairieLearn "demo course" that includes all the questions accepted for the event, including the ones we don’t have time to present (the event itself is 90 minutes, and we’ll need 10-15 minutes of framing time).

## What do you need to do?

Complete this [Google Form](https://docs.google.com/forms/d/e/1FAIpQLScR6kmdgCAgcfax0j0RCUrFR46WTpy5hrhd5ZFghQcROz0Yng/viewform?usp=sf_link) if you’re interested in submitting a question for this showcase. Note that if your question is accepted as part of the event, it will be made available in a demo course that, for all practical purposes, will be public, with a [CC-BY-NC license](https://creativecommons.org/licenses/by-nc-sa/4.0/). So if you have "secret" questions you use on exams that you don’t want circulated, please don’t submit those (though we are planning to have time at the event where you can privately show such questions to other participants and make them selectively available to other instructors).

Reach out to either Armando Fox ([[email protected]](mailto:[email protected])) or Firas Moosvi ([[email protected]](mailto:[email protected])) if you have any questions!

export default ({ children }) => (
<MarkdownLayout meta={meta}>{children}</MarkdownLayout>
);

0 comments on commit f41be1d

Please sign in to comment.