|Impacts of Teaching Test-Driven Development to Novice Programmers|
|Full Text(PDF, 19KB)|
|Author: Kevin Buffardi, Stephen H. Edwards|
|Abstract: Due to the popularity of Test-Driven Development (TDD) among software professionals, some schools have integrated it into their computing curricula. Through exposure to TDD, students gain practical experience while future employers benefit from their familiarity with the technique. However, it is important to investigate empirically whether the use of TDD in the classroom affects student performance or improves the quality of their code. This paper describes an investigation into results from multiple years of teaching TDD in introductory computer science classes. Directly analyzing the code and tests written by students provides insight into their work habits and consequential outcomes. We explain methods, tools, and metrics for determining students' adherence to TDD with unprecedented detail. Our study establishes correlations between students' software development processes and their quality of work and identifies significantly different outcomes based on their adherence to TDD. As a result, we provide empirical support for TDD and identify areas for improving its instruction.|
O artigo pode até ser bom.
Mas o International Journal of Information and Computer Science
não está nem no ISI nem no Scopus. Mau sinal.
Os autores também publicaram este artigo:
Impacts of adaptive feedback on teaching test-driven developmenthttp://dl.acm.org/citation.
Abstract: Studies have found that following Test-Driven Development (TDD) can improve code and testing quality. However, a preliminary investigation was consistent with concerns raised by other educators about programmers resisting TDD. In this paper, we describe an adaptive, pedagogical system for tracking and encouraging students' adherence to TDD. Along with an empirical evaluation of the system, we discuss challenges and opportunities for persuading student behavior through adaptive technology.
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