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A variety of factors, accelerated by rapid advances in generative AI, have prompted CS educators to reconsider traditional assessment methods. This year, our BoF expands beyond just oral assessment to consider broader alternative approaches such as oral exams, mastery assessment, assignment-specific evaluation, etc., and has expanded as the focus shifts toward measuring authentic proficiency while upholding academic integrity. This Birds of a Feather (BoF) session brings the CS education community together to share experiences, strategies, and concerns surrounding the evolution of assessment. Participation is encouraged from all experience levels, from those who have previously piloted novel alternative assessment methods, to those who are currently experimenting with the feasibility of non-traditional assessment, and especially those who are looking to engage in a conversation about the benefits and challenges of emerging practices. The BoF session will feature multiple ways for attendees to engage, including small-group discussion on topics such as scalability, academic integrity, oral assessment, and others. The goal of this BoF is to inspire future research (and connect active researchers) on alternative assessment methods, and create a community of practice around assessment in the age of AI. Results of the session will be compiled and shared with the community.

A two-stage exam (TSE) is an exam format where students write an exam individually and rewrite the same exam in collaboration with a group of peers. This Working Group investigates TSEs in post-secondary computer science courses. By collecting data from a variety of post-secondary institutions, we aim to identify correlations between course environment indicated through the CALI inventory and students' perceptions and performance on TSEs, with consideration for students in under-represented groups. Students will be given surveys upon completion of TSEs which include open-ended questions regarding their group's dynamics and perceptions of participating in a TSE. Instructors will also provide their experiences running and observing TSEs. This research aims to understand best practices for the implementation of TSEs.

Oral exams provide a compelling alternative to traditional evaluation methods, expanding or replacing traditional written work. Interest in oral exams is growing rapidly in computer science (CS) education due to shifts to remote learning and concerns around AI-supported programming. This Birds of a Feather (BoF) session is broadly applicable to many in the CS education community, whether they have previously tried oral exams, have concerns about the use of oral exams in CS education, or are curious to hear more about how oral exams might work. The BoF session will provide a forum to discover and discuss previous approaches to oral exams, dive into common themes of interest in small groups, and collectively identify promising future directions for oral exams in CS courses.

An oral exam is an assessment approach involving verbal explanations of key concepts or thought process to achieve a solution to a problem, sometimes accompanied by written or typed work. As a complement or refreshing alternative to standard written assessments, oral exams are being implemented in CS courses in a variety of formats. This Birds of a Feather (BoF) session will bring together the growing community of CS educators who have previously used oral exams and those interested in alternative assessment approaches to share ideas and discuss best practices. The discussion leaders represent a wide range of institutions and have varied previous expertise in the design, implementation, and study of oral exams in CS courses. The BoF session will involve (1) introduction to oral exams and previous approaches led by the discussion leaders, (2) small group discussions based on shared interests or concerns with oral exams, and (3) discussion of best practices for oral exams in CS courses.

Oral proficiency exams implemented in introductory programming courses at a public, research, minority-serving university provide a way to connect with students one-on-one, keep students accountable on the course material to improve their learning, and help improve feelings of belongingness in the learning environment. This study analyzes data disaggregated based on majority and underrepresented demographic groups by gender, race/ethnicity, and parental education level, to investigate the following three research themes across all groups: (1) to determine the impact of the oral exams on student motivation for independent learning; (2) to compare student stress levels related to the oral exams; and (3) to compare belongingness and final course performance. Student survey data was collected and analyzed following the oral exam intervention. For research theme (1), students across nearly all demographic groups reported that oral exams improved their understanding of the material and encouraged them to do more independent work. For research theme (2), students in some underrepresented groups reported higher stress levels than their majority group peers, and all groups reported a reduction in stress level after completing the oral exam. For research theme (3), students in some underrepresented groups reported lower sense of belonging and had lower final course performance than their majority group peers.