Questions for an Abstraction Test
Dear Colleague,

We are hoping to construct a test that measures students’ ability to use abstraction in problem solving situations in Computer Science and Software Engineering.

We would very much appreciate your help and feedback.  
 
As a starting point we have formulated a set of 10 question patterns that might serve as a means to teach and test abstraction (please see below). With each kind of question, an illustrative example is presented. For each pattern, please could you:
1. rank it on a 1-10 scale according to your estimation regarding its suitability for measuring abstraction skills.  
2. describe what specific abstraction skills you believe it measures.  

Please let us know if you have any further questions, suggestions or comments.

We intend to share our progress with all those that contribute, but would not want to swamp your mail. Please let us know if you wish to get updates.  

Thanks very much for your cooperation.  
Jeff Kramer, Imperial College London
Orit Hazzan, Technion - Israel Institute of Technology
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Pattern 1: Given two representations of a specific system, students are asked to explain which representation is more abstract and why.  
Example: The following two representations describe the same system. In your opinion, which representation is more abstract? Explain your opinion.  
Two descriptions are presented:
A.      A verbal description of a system that reflects a high level of abstraction
B.      A detailed drawing of the same system that reflects a lower level of abstraction                      
 Pattern 1 is suitable for measuring abstraction skills:
Not at all
Perfect
Clear selection
What specific abstraction skills does Pattern 1 measure?  
Any additional comments on Pattern 1?
Pattern 2: As in Pattern 1, but with more than two representations. The students' task is to rank the given representations according to their level of abstraction and to consider the purpose of the abstraction.
Example: To the above two representations add two UML diagrams: a class diagram and a sequence diagram.

 Pattern 2 is suitable for measuring abstraction skills:
Not at all
Perfect
Clear selection
What specific abstraction skills does Pattern 2 measure?  
Any additional comments on Pattern 2?
Pattern 3: Categorization of a collection of representations of different systems according to the student's choice of abstraction.
Example: Following are ten representations of three systems. Group these representations in at least two ways and explain the rationale for your groupings.

 Pattern 3 is suitable for measuring abstraction skills:
Not at all
Perfect
Clear selection
What specific abstraction skills does Pattern 3 measure?  
Any additional comments on Pattern 3?
Pattern 4: Description of a specific system, with which the students are familiar, at different levels and/or forms of abstraction.
Example: Describe your cell phone using at least four levels and/or forms of abstraction. Outline the main considerations that guided you in the formalization of these descriptions.  

 Pattern 4 is suitable for measuring abstraction skills:
Not at all
Perfect
Clear selection
What specific abstraction skills does Pattern 4 measure?  
Any additional comments on Pattern 4?
Pattern 5: Given a system representation, students are asked to give one representation that is more abstract than the given one and one representation that is less abstract than the given one.
Example:  The following representation describes a GPS system. Describe the system in two additional ways: one that describes it in terms of a higher level of abstraction and one that describes it in terms of a lower level of abstraction.

 Pattern 5 is suitable for measuring abstraction skills:
Not at all
Perfect
Clear selection
What specific abstraction skills does Pattern 5 measure?  
Any additional comments on Pattern 5?
Pattern 6: Students are asked to explain some topic X (a system, a machine, and so on) to someone else. They are asked to describe how they would explain X in two cases: when the person they are explaining it to is able to see X and when he or she cannot see X. They are also asked to explain the considerations that guided the formulation of each description and how these formulations relate to different levels of abstraction.  
Example: Choose an IDE with which you are familiar but your friend is not. Describe this environment to your friend in the two following cases: in the first situation assume that you are sitting with your friend in front of a computer screen; in the second case your task is to explain the IDE to your friend over the phone. What elements would you emphasize in each case? Why? What role does abstraction play and how is it expressed in each description?

 Pattern 6 is suitable for measuring abstraction skills:
Not at all
Perfect
Clear selection
What specific abstraction skills does Pattern 6 measure?  
Any additional comments on Pattern 6?
Pattern 7: Students are asked to reason about some topic X (a system, a machine, and so on) so as to convince another that it fulfils some property. Students are also asked to explain their considerations in choosing their form of reasoning.
Example: Choose a system with which you are familiar. Provide an argument as to why the system is safe. What form of abstraction was chosen to make the argument and why?
 Pattern 7 is suitable for measuring abstraction skills:
Not at all
Perfect
Clear selection
What specific abstraction skills does Pattern 7 measure?  
Any additional comments on Pattern 7?
Pattern 8: Students are asked to suggest a metaphor or an analogy to a given system.
Example: Find a metaphor for the software system you are developing now or have developed.

 Pattern 8 is suitable for measuring abstraction skills:
Not at all
Perfect
Clear selection
What specific abstraction skills does Pattern 8 measure?  
Any additional comments on Pattern 8?
Pattern 9: Given a problem, students are asked to describe two processes for its solution: one that is guided by abstraction and another that makes no use whatsoever of abstraction. Ask the students to compare the two processes and to draw conclusions.  
Example: Imagine you are asked to develop a system that does X. Describe two processes by which this system can be developed. The first process is constantly guided by abstraction; the second uses no abstraction. After completing the formulation of the two processes, compare them and draw your conclusions.      

 Pattern 9 is suitable for measuring abstraction skills:
Not at all
Perfect
Clear selection
What specific abstraction skills does Pattern 9 measure?  
If you have any additional thoughts about Pattern 9, we will appreciate if you share them:
Pattern 10: Reflection questions: this kind of question can be used in many situations. They invite students to reflect on their thinking processes and by doing so increase the abstraction level of their mental processes.
Example: Reflect on the last software project you developed. If you had to repeat the task, would you do it in the same way? Why would you change what you decided to change?  

 Pattern 10 is suitable for measuring abstraction skills:
Not at all
Perfect
Clear selection
What specific abstraction skills does Pattern 10 measure?  
Any additional comments on Pattern 10?
Summary Questions
We would like to thank you very much for your contribution and for taking the time to complete the questionnaire. The following optional questions will help us with the data analysis.  
I teach at (more than one option can be checked):
Years of teaching experience:
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 I teach (more than one option can be checked):
The courses I teach are:
Do you have any suggestions on how to improve the questions presented above (change of formulation, other kinds of questions, etc)?
If you are interested in hearing the survey results, please leave your name:
and email:
Thank you very much for your cooperation,
Jeff Kramer and Orit Hazzan
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