Scaling up and automating formative assessment in computer science

Gordon, Neil

Abstract

The rise in student numbers in computer science creates a challenge for delivery. Computer science has some of the worst attainment and retention profiles across subjects. Given its technology focus, it is a subject where digital technologies have long been adopted and so passed through the digital age earlier than others. But there is sometimes a tension between the use of technology in teaching computer science and the teaching of computer science technology. The examples in this case study explore approaches that allow for flexible, scalable, and effective teaching solutions, enabled by technology. A catalyst for some of this was the experiences of teaching during the COVID-19 pandemic, where the nature and use of digital-based education shifted and adapted due to the unprecedented situation. Since then, there has been a move towards more hybrid teaching and learning, where campus-based education has returned for many institutions but supported by new digital content and approaches. Many of the practices for computer science explored here are applicable in other disciplines.

Citation

Gordon, N. (2025). Scaling up and automating formative assessment in computer science. In S. Elkington, & A. Irons (Eds.), Formative Assessment and Feedback in Post-Digital Learning Environments: Disciplinary Case Studies in Higher Education (172-178). Routledge. https://doi.org/10.4324/9781003360254-22

• Online Publication Date: Mar 26, 2025
• Publication Date: Mar 26, 2025
• Deposit Date: Mar 10, 2025
• Publicly Available Date: Sep 27, 2026
• Publisher: Routledge
• Peer Reviewed: Peer Reviewed
• Pages: 172-178
• Book Title: Formative Assessment and Feedback in Post-Digital Learning Environments: Disciplinary Case Studies in Higher Education
• Chapter Number: 22
• ISBN: 9781032418933 ; 9781032418940
• DOI: https://doi.org/10.4324/9781003360254-22
• Public URL: https://hull-repository.worktribe.com/output/5075305
• Contract Date: Jan 8, 2025