Core Practice: Testing and Refining Computational Artifacts
 Survey Title:Computer Science Standards Development - Public Survey
 Survey Properties:
 Total Respondents:1401
 Responses By Question Analysis:

   Demographic Information
 2.  County
  Response Total Response Percent
Apache Response equal to 1 3 1%
Cochise Response equal to 3 11 3%
Coconino Response equal to 2 8 2%
Gila Response equal to 0 2 0%
Graham Response equal to 0 2 0%
Greenlee Visual spacer 0 0%
La Paz Visual spacer 0 0%
Maricopa Response equal to 65 269 65%
Mohave Response equal to 1 3 1%
Navajo Response equal to 2 10 2%
Pima Response equal to 16 65 16%
Pinal Response equal to 3 12 3%
Santa Cruz Response equal to 2 7 2%
Yavapai Response equal to 1 6 1%
Yuma Response equal to 3 11 3%
Out of State Response equal to 2 7 2%
Total Respondents  416 100%
 3.  Visitor Role
  Response Total Response Percent
K-12 Teacher Response equal to 65 269 65%
K-12 Administrator Response equal to 8 35 8%
K-12 Parent/Guardian Response equal to 5 19 5%
K-12 Student Visual spacer 0 0%
Higher Education Response equal to 6 26 6%
Retired Educator Response equal to 2 10 2%
Business Representative Response equal to 3 12 3%
Community Member Response equal to 4 18 4%
Elected Official Response equal to 0 1 0%
Media Response equal to 0 1 0%
Other Response equal to 6 25 6%
Total Respondents  416 100%
 4.  How important is it to develop standards that include the practice of Testing and Refining Computational Artifacts? Standards for Testing and Refining Computational Artifacts would help students systematically test computational artifacts, identify and fix errors, and evaluate and refine the artifact.
Response TotalResponse Percent
Very Important 14346%
Important 13644%
Unimportant 289%
Very Unimportant 41%
Total Respondents311
(skipped this question) 1090
 5.  Please add any comments about developing standards that include the practice of Testing and Refining Computational Artifacts.
1.Equally as important as developing the artifacts themselves.
2.Depending on the grade band, this should be scaffolded to ensure that students are learning these skills at an early age to be prepared to work with them as they develop their technological skills.
3.Just as the first draft of a paper is never the final draft (or shouldn't be) the first attempt to write code rarely results in a working simulation--debugging (or 'responding to the feedback your IDE provides' as I like to call it) is part of learning to write.
4.This is not appropriate at the elementary level.
5.Iterative improvement, debug, etc..
6.Questions 22-28 will define the process of data collection, planning, implementation, testing/editing, final submission.
7.Students at a higher level should develop these skills
8.This is not applicable to elementary age students.
10.This is an application of the Engineering Design Process which also supports students' motivation, engagement, and perseverance.
11.Critical thinking and troubleshooting.
12.This is about process, and a systematic way to decompose problems and troubleshoot errors. This is very important.
13.Students often don't understand TV&V. They need to think about TV&V using a scientific mindset that helps them generate interesting test cases to find potential problems.
14.It's always important to test the software you produce to reduce defects. It's important to instill that philosophy into students while they are young.
15.Someone has to do it!!!!!!
16.Can this be combined or within the same subset as creating artifacts?
17.this is also a more advanced topic, but a rudimentary form of testing could be incorporating.
18.We have to make sure we don't lesson the importance of the human element of assessing situations.
19.Less technology standards is what we need to start looking at rather than creating more.
20.This is the direction of a computerized future.
21.Especially in this age of "fake news", it is important that students be able to verify the computational artifacts they have developed, and those they see.
22.This gets at engineering design process and engineering habits of mind such as learning from failure and perseverance, which are critical.
23.Refer to the College Board's and CTSA's standards for APCS Principles
24.Helps students to experience perseverance and the importance of try, try, try again in order to improve.
25.From above, "hands on" is important, as is not making that a rote process but a living one that feeds an understanding of a life-cycle and the constant evolution of that life-cycle.
26.Read, revise, rewrite? Not sure how an independent standard really adds anything here. Outside of encouraging and supporting students to be constantly revising. Which should be something they're getting from other "project based learning."
27.Testing is one of the most important steps in any engineering or development process.
28.Understanding testing and debugging of a computer program also provides experience to solve problems in other realms.
29.[No Answer Entered]
30.Not for sure how you would implement all the above questions; maybe as a club or upper grade class (elective)
31.only if its a dedicated course
32.I don't know that much about this.
33.SAme as the one above
34.I can understand why it is appropriate for a student to learn these higher level computing skills, however, this might be best suited to those students in career pathways that would require the use of these skills.
35.What role will this have in regards to the Arizona State Technology standards that many of us are already teaching? wave of technology
37.Debugging helps kids build critical thinking and problem-solving skills. It also builds a growth mindset.
38.This should overlap with science and math standards. It's logic, hypothesis testing, etc.
39.Important, but hard to do when the school doesn't have the funding for this
40.This is a weakness in the industry today. Programmers typically write and do basic tests of programs that do not include solid performance testing - that is focusing on reducing power footprints or CPU usage.
41.Leave this for post secondary in my opinion.
42.This takes into consideration the computer cycle which we do not teach but should.
43.These compliments the AP CS Principles requirements and creating portfolios
44.Observing students at many different ages, from elementary to community college, and also employees in the technical workplace, there is a strong tendency to stop with a "working" solution... that is, it works for the expected inputs and for the majority cases. The corner cases remain unexplored and the source of latent bugs. Refining is also possible given the insights of the first implementation, but these need to be taught and practiced skills.
45.This helps to hone in their problem-solving / trouble shooting skills. In the real world, developers spend more time maintaining existing artifacts than building new ones.
46.Could be embedded with the above standard.
47.Yes to help build problem-solving skills students should have a standard to help evaluate computational testing and artifacts.
48.Working out bugs is an important problem solving skill.
49.project based learning
50.This reinforces critical thinking and teaches grit and perseverance.
51.Nothing ever works the first time and students need to learn that this is not a bad thing, it is a problem solving skill that they can learn.
52.I think this is important enough that it may be good to include it in standards so that it is part of the curriculum.
53.Testing and validation must become a core fundamental skill in CS
Total Respondents  53