This data-driven paper quantitatively evaluates software testing behaviors that students exhibited in introductory computer science courses. The evaluation includes data collected over five years (10 semesters) from 49,980 programming assignment submissions by 883 different students. To examine the effectiveness of software testing behaviors, we investigate the quality of their testing at different stages of their development. We partition testing behaviors into four groups according to when in their development they first achieve substantial (at least 85%) test coverage.The study reveals significant results regarding effective and ineffective testing behaviors. A within-subjects comparison finds that higher coverage in early development is associated with higher quality code and with completing work earlier. Post-hoc analysis also suggests that the relationship between early testing and positive outcomes is independent of time management and effects of individuals' abilities. However, roughly 76% of students exhibit different testing behaviors on different assignments, demonstrating an opportunity to foster better, more consistent testing habits among computer science students.

While Computer Science curricula teach students strategic software development processes, assessment is often productinstead of process-oriented. Test-Driven Development (TDD) has gained popularity in computing education, but evaluating students' adherence to TDD requires analyzing their development processes instead of only their final product. Consequently, we designed an adaptive feedback system for reinforcing incremental testing behaviors.In this paper, we compare the results of the system with different reinforcement schedules and with-or without-visually salient testing goals. We analyzed snapshots of students' programming projects gathered during development and interviewed students at the end of the academic term. From our findings, we identify potential for influencing student development behaviors and suggest future direction for designing adaptive reinforcement.

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Studies have found that following Test-Driven Development (TDD) can improve code and testing quality. However, a preliminary investigation was consistent with concerns raised by other educators about programmers resisting TDD. In this paper, we describe an adaptive, pedagogical system for tracking and encouraging students' adherence to TDD. Along with an empirical evaluation of the system, we discuss challenges and opportunities for persuading student behavior through adaptive technology.