A multinational case study on using diverse feedback types applied to introductory programming learning

Building written feedback, pedagogically sound, standardized and flexible enough to accommodate students who may be in different stages and learning curves is a complex and laborious task. In this paper, we describe a multinational case study involving diverse types of pedagogical feedback provided to Portuguese and Brazilian novice programming students. Programming errors, especially logical ones, can be used as a consistent metric for assessing learning. The research done looks for an innovative form to define content of several types of feedback. It also aims to create an efficient method for the discovery and mapping of students´ logical programming errors. The results obtained so far using this approach are presented and analyzed.