Case Studies

Collection of educational research and case studies using PrairieLearn

A generalized framework for describing question randomization, R. Mahinpei, I. Xu, S. Wolfman, F. Moosvi. SIGCSE 2024

How much deadline flexibility on formative assessments should we be giving to our students?, C. Zhao, M. West, and M. Silva. ASEE 2023.

A' for All (as time and interest allow), D. Garcia. A. Fox, C. Zilles, M. West, M. Silva, N. Terrell, S. Russell, E. Ambrosio, and F. Shakir. SIGCSE 2023

Integrating diverse learning tools using the PrairieLearn platform, M. West, N. Walters, M. Silva, T. Bretl, and C. Zilles. SIGCSE 2021

A quantitative analysis of when students choose to grade questions on computerized exams with multiple attempts, A. Verma, T. Bretl, M. West, and C. Zilles. L@S 2020.

Caches as an example of machine-gradable exam questions for complex engineering systems, S. Mahmood, M. Zhao, O. Khan and G. Herman. FIE 2020.

A simple and efficient markup tool to generate drawing-based online assessments, N. Nytko, M. West, and M. Silva. ASEE 2020.

Predicting the difficulty of automatic item generators on exams from their difficulty on homeworks, B. Chen, M. West, and C. Zilles. L@S 2019.

Reducing difficulty variance in randomized assessments, P. Sud, M. West, and C. Zilles. ASEE 2019.

Algorithmic grading strategies for computerized drawing assessments, M. Silva and M. West. ASEE 2017.

PrairieLearn: Mastery-based online problem solving with adaptive scoring and recommendations driven by machine learning, M. West, G. L. Herman, and C. Zilles. ASEE 2015.

Determining the best policies for second-chance tests for STEM students, C. Emeka, D. Smith, C. Zilles, M. West, G. L. Herman, and T. Bretl. ASEE 2023.

Second-chance testing as a means of reducing students' test anxiety and improving outcomes, C. Emeka, C. Zilles, M. West, G. Herman, and T. Bretl. ASEE 2023.

Investigating the effects of testing frequency on programming performance and students' behavior, D. Smith, C. Emeka, M. Fowler, M. West, and C. Zilles. ASEE 2023.

First try, no (autograder) warm up: motivating quality coding submissions, L. Butler and G. Herman. ASEE 2023.

Students perceptions and behavior related to second-chance testing, C. Emeka, T. Bretl, G. Herman, M. West, and C. Zilles. FIE 2021.

Comparison of grade replacement and weighted averages for second-chance exams, G. Herman, Z. Cai, T. Bretl, C. Zilles, and M. West. ICER 2020.

Frequent mastery testing with second-chance exams leads to enhanced student learning in undergraduate STEM, J. Morphew, M. Silva, G. Herman, and M. West. Applied Cognitive Psychology 2019.

Second-chance testing course policies and student behavior, G. Herman, K. Varghese, and C. Zilles. FIE 2019.

One solution to addressing assessment logistical problems: An experience setting up and operating an in-person testing center, K. Downey, K. Miller, M. Silva, and C. Zilles. SIGCSE 2024.

Computerized exam reviews: In-person and individualized feedback to students after a computerized exam, W. L. Chang, M. West, C. Zilles, D. Mussulman, and C. Sacris. ASEE 2020.

Every university should have a computer-based testing facility, C. Zilles, M. West, G. Herman, and T. Bretl. CSEDU 2019.

Student and instructor experiences with a computer-based testing facility, C. Zilles, M. West, D. Mussulman, and C. Sacris. EDULEARN 2018.

Making testing less trying: Lessons learned from operating a computer-based testing facility, C. Zilles, M. West, D. Mussulman, and T. Bretl. FIE 2018.

Using a computer-based testing facility to improve student learning in a programming languages and compilers course, T. Nip, E. Gunter, G. Herman, J. Morphew, and M. West. SIGCSE 2018.

Measuring revealed student scheduling preferences using constrained discrete choice models, J. Bailey, M. West, and C. Zilles. ASEE 2017

Modeling student scheduling preferences in a computer-based testing facility, M. West and C. Zilles. L@S 2016.

Computerized testing: A vision and initial experiences, C. Zilles, R. T. Deloatch, J. Bailey, B. B. Khattar, W. Fagen, C. Heeren, D. Mussulman, and M. West. ASEE 2015.

Student behavior in selecting an exam time in a computer-based testing facility, C. Zilles, M. West, and D. Mussulman. ASEE 2015.

Comparing the security of three proctoring regimens for Bring-Your-Own-Device exams, R. Gulati, M. West, C. Zilles, and M. Silva. SIGCSE 2024.

Comparing student outcomes in online vs. in-person sections of an on-campus computer science course, R. Gulati, M. West, C. Zilles, and M. Silva. ASEE 2023.

Are we fair? Quantifying score impacts of computer science exams with randomized question pools, M. Fowler, D. Smith, C. Emeka, M. West and C. Zilles. SIGCSE 2022.

Learning to cheat: Quantifying changes in score advantage of unproctored assessments over time, B. Chen, S. Azad, M. Fowler, M. West, and C. Zilles. L@S 2020.

Measuring the score advantage on asynchronous exams in an undergraduate CS course, M. Silva, C. Zilles, and M. West. SIGCSE 2020.

Analyzing the decline of student scores over time in self‐scheduled asynchronous exams, B. Chen, M. West, and C. Zilles. Journal of Engineering Education, 2019.

How much randomization is needed to deter collaborative cheating on asynchronous exams?, B. Chen, M. West, and C. Zilles. L@S 2018.

Do performance trends suggest wide-spread collaborative cheating on asynchronous exams?, B. Chen, M. West, and C. Zilles. L@S 2017.

Evaluating Large Language Model code generation as an autograding mechanism for “Explain in Plain English” questions, D. Smith and C. Zilles. SIGCSE 2024

Am I wrong, or is the autograder wrong? Effects of AI grading mistakes on learnings, T. Li, S. Hsu, M. Fowler, Z. Zhang, C. Zilles, and K. Karahalios. ICER 2023.

Peer-grading Explain in plain English questions: A Bayesian calibration method for categorical answers, B. Chen, M. West, and C. Zilles. SIGCSE 2022.

Autograding Explain in Plain English questions using NLP, M. Fowler, B. Chen, S. Azad, M. West, and C. Zilles. SIGCSE 2021.

A validated scoring rubric for Explain-in-Plain-English questions, B. Chen, S. Azad, R. Haldar, M. West, and C. Zilles. SIGCSE 2020.

Exploring computing students' sense of belonging before and after a collaborative learning course, M. Fong, S. Huang, A. Alawini, M. Silva, and G. Herman. SIGCSE 2024.

Developing tools, pedagogies, and policies for computer-based collaborative learning activities, M. Fong, L. Butler, A. Alawini, G. Herman, and M. Silva. ASEE 2023.

An analytic comparison of student-scheduled and instructor-scheduled collaborative learning in online contexts, G. Herman, Y. Jiang, Y. Jiang, S. Poulsen, M. West, and M. Silva. ASEE 2022.

"I don’t gamble to make my livelihood”: Understanding the incentives for, needs of, and motivations surrounding open educational resources in computing, M. Fowler, D. Smith, B. Chen, and C. Zilles. ICER 2023.

Discovering, autogenerating, and evaluating distractors for Python Parsons problems in CS1, D. Smith and C. Zilles. SIGCSE 2023.

On Students' Ability to resolve their own tracing errors through code execution, M. Hassan and C. Zilles. SIGCSE 2023.

Reevaluating the relationship between explaining, tracing, and writing skills in CS1 in a replication study, M. Fowler, D. Smith, M. Hassan, S. Poulsen, M. West, and C. Zilles. Computer Science Education 2022.

Disentangling the learning gains from reading a book chapter and completing Proof Blocks problems, S. Poulsen, Y. Gerner, H. Chen, B. Cosman, M. West, and G. Herman. SIGCSE 2024.

Solving Proof Block problems using Large Language Models, S. Poulsen, S. Sarsa, J. Prather, J. Leinonen, B. Becker, A. Hellas, P. Denny, and B. Reeves. SIGCSE 2024.

Using context-free grammars to scaffold and automate feedback in precise mathematical writing, J. Xia and C. Zilles. SIGCSE 2023.

Efficiency of learning from Proof Blocks versus writing proofs, S. Poulsen, Y. Gerner, B. Cosman, M. West, and G. Herman. SIGCSE 2023.

Efficient feedback and partial credit grading for Proof Blocks problems, S. Poulsen, S. Kulkarni, G. Herman, and M. West. AIED 2023.

Proof Blocks: autogradable scaffolding activities for learning to write proofs, S. Poulsen, M. Viswanathan, G. Herman, and M. West. ITiCSE 2022.

Reevaluating the relationship between explaining, tracing, and writing skills in CS1 in a replication study, M. Fowler, D. Smith, M. Hassan, S. Poulsen, M. West, and C. Zilles. Computer Science Education 2022.

Benchmarking partial credit grading algorithms for Proof Blocks problems, S. Poulsen, S. Kulkarni, G. Herman, and M. West. AIED 2022.

Evaluating Proof Blocks Problems as Exam Questions, S. Poulsen, M. Viswanathan, G. Herman, and M. West. ICER 2021.

Analyzing student SQL solutions via hierarchical clustering and sequence alignment scores, S. Yang, G. Herman, and A. Alawini. DataEd 2022.

Insights from student solutions to MongoDB homework problems, R. Alkhabaz, S. Poulsen, M. Chen, and A. Alawini. ITiCSE 2021.

A Quantitative analysis of student solutions to graph database queries, M. Chen, S. Poulsen, R. Alkhabaz, and A. Alawini. SIGCSE 2021.

Insights from student solutions to SQL homework problems, S. Poulsen, L. Butler, A. Alawini, and G. Herman. ITiCSE 2020.

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Case Studies

Computer-based assessments with randomization and instant feedback

Retrieval practice and second-chance testing

Computer-based testing centers

Investigating cheating during computer-based testing

Auto-grading open-ended questions

Computer-based collaborative learning

Open Educational Resources (OER)

Applications in CS1 courses

Application in Discrete Math and Algorithms courses

Application in Database Systems courses

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