Uses, Revisions, and the Future of Validated Assessments in Computing Education: A Case Study of the FCS1 and SCS1

Abstract

Validated instruments of knowledge are important for creating an accepted and shared measurement for the most important part of education – student learning. The Force Concept of Inventory from Physics Education Research has had a significant impact across STEM education. The Foundational CS1 (FCS1) and Second CS1 (SCS1) assessments were created and validated to further computing education research. Now, ten years after the publication of the FCS1 assessment and five years after the release of the SCS1 assessment, we can trace the use and the impact that these validated instruments have had on the needs and knowledge of the computing education community. In this paper, we examine how the FCS1 and SCS1 assessments have been used and adapted. We use this discussion to guide a comparison between our field and physics education to give a sense of direction to future research. In looking back on the use of these validated instruments, we can better understand our needs in computing education research and about our future needs in assessment.