This study reports on an in-depth research into student-learning using a "thinking-first" framework combined with stepwise heuristics, to provide students structure throughout the entire programming process. The study targetted secondary education students in an elective computer science course. There was one class with 11 Dutch high school students, of which 2 females and 9 males. The group was heterogeneous, with students from different academic levels and age-groups. Each student’s level and previous experience with CS was determined a priori using a pretest. For this study we developed sets of quizes, tasks and tests comprised of code comprehension, code composition questions (including reading and creating flowchart designs). The student responses to each were anaylzed. This repository contains the following data: - taxonomyPerQ.pdf: indicates taxonomy level of each (quiz, task, test) question answered by students - assessments_unanswered: all questions (quizes, tasks, tests) administered to students - pretask (responses): anonymized student responses to pretask questions - midtask (responses): anonymized student responses to midtask questions - finaltask (responses): anonymized student responses to finaltask questions - quiz 1 (responses): anonymized student responses to quiz 1 questions - quiz 2 (responses): anonymized student responses to quiz 2 questions - final test (responses): anonymized student responses to final test questions The student's handwritten work was scanned, saved as pdf and coded in atlas.ti. These coded pdf's cannot be anonymized anymore, and thus not openly distributed or published.

See readme.txt