Research Article
Impact of the Self-training Over Formative Assessment in SQL Part of University Database Course
@INPROCEEDINGS{10.1007/978-3-031-84312-9_20, author={Georgi Tuparov and Daniela Tuparova}, title={Impact of the Self-training Over Formative Assessment in SQL Part of University Database Course}, proceedings={Computer Science and Education in Computer Science. 20th EAI International Conference, CSECS 2024, Sofia, Bulgaria, June 28--30, 2024, Proceedings}, proceedings_a={CSECS}, year={2025}, month={3}, keywords={SQL database course automated self-training formative assessment}, doi={10.1007/978-3-031-84312-9_20} }- Georgi Tuparov
Daniela Tuparova
Year: 2025
Impact of the Self-training Over Formative Assessment in SQL Part of University Database Course
CSECS
Springer
DOI: 10.1007/978-3-031-84312-9_20
Abstract
Nowadays databases are the main technology for storing and managing data in contemporary information systems at different levels. Despite the growing popularity of NoSQL stores, relational databases continue to be the main technology at the backend of the information systems, and building SQL knowledge and skills is an important part of the preparation of the students in ICT area.
In general, to be effective in building of the appropriate knowledge and skills in database area, the university database courses have to make focus not only on the theoretical lectures but also to implement practical sessions in real DBMS environments (database sandboxes) to demonstrate practical implementation of the database theory. Providing effective SQL self-training is also an important part of building appropriate knowledge and skills.
In this paper one approach for structuring a database course focused on extended formative assessment during the semester is presented. As part of assisted self-preparation an automated self-trainings quizzes for SQL part of the course are provided and students are encouraged to take part in them. It is found that the students that were more active in solving self-training quizzes were more successful in formative assessment quizzes. Also, it is found that the students’ achievements in SQL formative assessments have no statistically significant difference with achievements in summative assessment in the corresponding SQL part of the final exam.
