一句话：报告在本科一年级函数式编程课中采用“使用-修改-创造”脚手架进行早期评估干预的经验，Create 作业平均提高约 9%。
本文关注大学一年级函数式编程教学中学生投入较晚、难以完成从使用到创造代码过渡的问题。作者在课程中引入早期评估干预，采用 Use-Modify-Create 脚手架：学生先使用给定代码或稍作修改来达成目标，从而更早接触函数式语言，并为后续需要自主编写代码解决指定问题的第二次评估做准备。评估比较了实施干预前后学生在 Create 作业上的成绩。结果显示，干预实施后的年份中，学生 Create 作业得分平均提高约 9%，但作者指出这只是一个较小的效应，干预具有初步前景。
Abstract This paper reports on the experiences of using an early assessment intervention, specifically employing a Use-Modify-Create scaffold, to teach first-year undergraduate functional programming. The particular intervention that was trialled was the use of an early assessment instrument, in which students had to use code given to them, or slightly modify it, to achieve certain goals. The intended outcome was that the students would thus engage earlier with the functional language, enabling them to be better prepared for the second piece of assessment, where they create code to solve given problems. This intervention showed promise: the difference between a student’s score on the Create assignment improved by an average of 9% in the year after the intervention was implemented, a small effect.