Transition from Passive Learner to Critical Evaluator through Peer-Testing of Programming Artefacts

Gudmund Grov, Mohammad Hamdan, Smitha Kumar, Manuel Maarek, Léon McGregor, Talal Shaikh, J. B. Wells, Hind Zantout


Offering timely feedback on programming while encouraging learners to engage in critical evaluation of programs are the objectives of peer-testing. We report on a peer-testing experiment with students on distant campuses using a Web platform. The experiment shows the potential that peer-testing has to help students transition from passive learners to critical evaluators. 


Keywords: Computer science education, peer testing, peer feedback, software testing, student transitions


Computer science education; peer testing; peer feedback; software testing; student transitions

Full Text:



Falchikov, N., (2005). Improving Assessment Through Student Involvement: Practical Solutions for Aiding Learning in Higher and Further Education. Routledge.

Maarek, M. & McGregor, L., (2017). Development of a Web Platform for Code Peer-Testing, in: The 8th Workshop on Evaluation and Usability of Programming Languages and Tools (PLATEAU) at SPLASH 2017. To appear online.

McGregor, L. (2017). Web Platform for Code Peer-Testing (BSc Honours). Dissertation, Heriot-Watt University.

Mulder, R.A., Pearce, J.M. & Baik, C. (2014). Peer review in higher education: Student perceptions before and after participation. Active Learning in Higher Education.

DOI: 10.1177/1469787414527391

Nicol, D., Thomson, A. & Breslin, C. (2014). Rethinking feedback practices in higher education: a peer review perspective. Assessment & Evaluation in Higher Education 39, 102–122.


Smith, J., Tessler, J., Kramer, E. & Lin, C. (2012). Using Peer Review to Teach Software Testing, in: Proceedings of the Ninth Annual International Conference on International Computing Education Research, ICER ’12. ACM, New York, NY, USA, pp. 93–98.

DOI: 10.1145/2361276.2361295


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
We use both functional and performance cookies to improve visitor experience. Continue browsing if you are happy to accept cookies. Please see our Privacy Policy for more information.

New Directions in the Teaching of Physical Sciences

eISSN: 2051-3615