Ungraded Assignments in Introductory Computing: A Report

TL;DR

This report investigates how ungraded assignments in an introductory computing course influence student engagement, understanding, and performance, using mixed methods to analyze their effectiveness and impact on learning outcomes.

Contribution

It introduces a new set of ungraded assignments and evaluates their effects on student engagement and performance in a first-year computing course.

Findings

Participation in ungraded assignments correlates with improved course performance.

Ungrading may particularly benefit high-achieving students.

The study supports integrating ungraded assignments to enhance learning outcomes.

Abstract

This experience report explores the effects of ungraded assignments on the learning experience of students in an introductory computing course. Our study examines the impact of ungraded assignments on student engagement, understanding, and overall academic performance. We developed and administered new ungraded assignments for a required course in the first year of the Computer Engineering curriculum called ECE 120 Introduction to Computing. To assess the effectiveness of our ungraded assignments, we employed a mixed-methods approach, including surveys, interviews, and performance analysis. Our analysis shows a positive relationship between participation in ungraded assignments and overall course performance, suggesting these assignments may appeal to high-achieving students and/or support better outcomes.