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.

@article{paperbot3335,
  title = {Experiences of early assessment to teach functional programming},
  author = {PETER CHAPMAN},
  journal = {Journal of Functional Programming},
  volume = {35},
  year = {2025},
  doi = {10.1017/s0956796824000182}
}