Student attitudes play an important role in shaping how students learn from their experiences. However, few validated instruments exist for measuring student attitude development about Computer Science in a discipline-specific way. The Computing Attitudes Survey (CAS) is an extension of the Colorado Learning Attitudes about Science Survey and measures novice-to-expert attitude shifts about the nature of knowledge and problem solving in computer science. It has five subscales related to different facets of attitudes measured on the survey (transfer, personal interest, problem solving strategies, real world connections, and fixed mindset). Validity and reliability of the CAS has been evaluated with first-year undergraduate students in a variety of classes for both majors and non-majors in computing fields at multiple institutions.

For additional details about the CAS development and validation process, please refer to our related publications.

If you are interested in participating in ongoing multi-institutional data collection with the CAS, please contact Brian Dorn via email.

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How to Score/Use the CAS

Full details for how to use the survey and how to analyze the results are described in (Dorn and Tew, 2015) and in other publications available below.

Publications about the CAS

B. Dorn and A. E. Tew. Empirical Validation and Application of the Computing Attitudes Survey. Computer Science Education, 25(1):1-36, 2015 -- http://dx.doi.org/10.1080/08993408.2015.1014142

A. E. Tew and B. Dorn The Case for Validated Tools in Computing Education Research. IEEE Computer (Special Issue on Computing Education), 46(9):60-66, 2013.

B. Dorn and A. E. Tew. Becoming Experts: Measuring Attitude Development in Introductory Computer Science. In SIGCSE '13: Proceedings of the 44th SIGCSE Technical Symposium on Computer Science Education, pages 183-188, 2013. [PDF - via ACM DL]

A. Elliott Tew, B. Dorn, and O. Schneider. Toward a Validated Computing Attitudes Survey. In ICER'12: Proceedings of the 8th International Computing Education Research Conference, pages 135-142, 2012. [PDF - via ACM DL]

Development of the CAS Funded By: