Workshop Computational Thinking untuk Guru MI NW Gelogor, Kediri, Kabupaten Lombok Barat

This workshop activity aims to provide training for teachers to be able to understand and implement computational thinking in the subjects they teach. The lack of trained personnel and lack of understanding in implementing computational thinking provide an opportunity for Bebras Bureau to contribute. This is in line with the desire of the Minister of Education and Culture Nadiem Makarim to implement computational thinking in the children's education curriculum as a provision for more innovative learning to answer the needs of the industrial era 4.0. Computational thinking is a thinking process in formulating problems and solutions so that they can be represented in a form that can be executed by information processing agents, both human and computer. The implementation of the service was carried out on subject teachers at Madratsah Ibtidaiyah NW Gelogor, West Lombok. The stages of the workshop consisted of preparing coordination with partners, preparing training materials, making questionnaires at the beginning and end of the activity, filling out questionnaires at the beginning of the training, Computational Thinking training for MI teachers and filling out a questionnaire at the end of the activity and Evaluatio

Collaboration Versus Cheating

We outline how we detected programming plagiarism in an introductory online course for a master's of science in computer science program, how we achieved a statistically significant reduction in programming plagiarism by combining a clear explanation of university and class policy on academic honesty reinforced with a short but formal assessment, and how we evaluated plagiarism rates before SIGand after implementing our policy and assessment.Comment: 7 pages, 1 figure, 5 tables, SIGCSE 201

Diseño y Desarrollo del Sistema ASys con Spring y Vue.js

[ES] La plataforma ASys tiene como principal objetivo mejorar las capacidades de programación de los alumnos y facilitar las tareas de corrección del profesorado. Se trata de un sistema con ejercicios autoevaluables en el que, por una parte, los alumnos podrán recibir estadísticas y recomendaciones de mejora; y por otra parte, los profesores tendrán herramientas de corrección automática y semiautomática a su disposición, que en muchos casos ahorrarán ingentes cantidades de trabajo. Actualmente, ASys cuenta con dos versiones: una versión de escritorio y una versión web. La necesidad que ha impulsado este trabajo es la de crear una nueva versión que unifique ambas aproximaciones, y mejore el rendimiento de estas para soportar muchos usuarios—al menos varios cientos—al mismo tiempo. Además, esta nueva versión debe ser escalable y fácilmente ampliable por los nuevos desarrolladores que puedan incorporarse al proyecto en un futuro. El principal objetivo de este trabajo es el de crear un proyecto nuevo, con una estructura base, para que pueda ser fácilmente ampliable y cumpla las necesidades de rendimiento descritas anteriormente.[EN] The main goal of the ASYS platform is to improve the programming abilities of the students and to facilitate the assessment tasks of the teaching staff. This system manages self-assessing exercises in which, on the one hand, students can receive statistics and recommendations for improvement and, on the other hand, teachers will have automatic and semi-automatic correction tools at their disposal that, in most cases, will save huge amounts of work. Currently, ASys has two versions, a desktop version and a web version. The need that has driven this work is to create a new single version that unifies both approaches, and improves their performance giving support for a large number of users (at least several hundreds) at the same time. In addition, this new version must be scalable and easily expandable by new developers who may take part in the project in the future. The main objective of this work is to create a new project, with a base structure, so that it can be easily expanded and meet the performance needs described above.Maya Gomis, A. (2019). Diseño y Desarrollo del Sistema ASys con Spring y Vue.js. http://hdl.handle.net/10251/124995TFG

Identifying evidences of computer programming skills through automatic source code evaluation

Orientador: Roberto PereiraCoorientador: Eleandro MaschioTese (doutorado) - Universidade Federal do Paraná, Setor de Ciências Exatas, Programa de Pós-Graduação em Informática. Defesa : Curitiba, 27/03/2020Inclui referências: p. 98-106Área de concentração: Ciência da ComputaçãoResumo: Esta tese e contextualizada no ensino de programacao de computadores em cursos de Computacao e investiga aspectos e estrategias para avaliacao automatica e continua de codigos fonte desenvolvidos pelos alunos. O estado da arte foi identificado por meio de revisao sistematica de literatura e revelou que as pesquisas anteriores tendem a realizar avaliacoes baseadas em aspectos tecnicos de codigos fonte, como a avaliacao de corretude funcional e a deteccao de erros. Avaliacoes baseadas em habilidades, por outro lado, sao pouco exploradas e possuem potencial para fornecer detalhes a respeito de habilidades representadas por conceitos de alto nivel, como desvios condicionais e estruturas de repeticao. Um metodo de identificacao automatica de evidencias de aprendizado e entao proposto como uma abordagem baseada em habilidades para a avaliacao automatica de codigos fonte de programacao. O metodo e caracterizado pela implementacao de diferentes estrategias para avaliacao de codigos fonte, identificacao de evidencias de habilidades de programacao, e representacao destas habilidades em um modelo do aluno. Experimentos realizados em ambientes controlados (bases de dados artificiais) mostraram que estrategias automaticas de avaliacao de codigo fonte sao viaveis. Experimentos conduzidos em ambientes reais (codigos fonte produzidos por alunos) produziram resultados semelhantes aos ambientes controlados, entretanto revelaram limitacoes relacionadas a implementacao das estrategias, como vulnerabilidades a sintaxes inesperadas e falhas em expressoes regulares. Um conjunto de habilidades foi selecionado para compor o modelo do aluno, representado por uma rede bayesiana dinamica. Por meio de experimentos foi demonstrado que a alimentacao do modelo com evidencias resultantes da avaliacao automatica de codigos fonte permite o acompanhamento do progresso das habilidades dos alunos. Finalmente, as estrategias automaticas em conjunto com os recursos do modelo do aluno permitiram a demonstracao da avaliacao baseada em habilidades, que se mostrou um recurso valioso para identificacao de solucoes funcionalmente corretas, porem conceitualmente incorretas; quando o programa e funcionalmente correto, retornando resultados esperados a determinadas entradas, porem foi construido com recursos e conceitos incorretos. Palavras-chave: Programacao de Computadores, Avaliacao Automatica, Avaliacao Baseada em HabilidadesAbstract: This thesis is contextualized in the teaching of computer programming in Computing courses and investigates aspects and strategies for automatic and continuous evaluation of student developed source codes. The state of the art was identified through systematic literature review and revealed previous research tends to perform evaluations based on source codes technical aspects, such as functional correctness assessment and error detection. Skills-based assessments, in turn, are less explored although having potential to provide details of skills represented by high-level concepts, such as conditionals and repetition structures. A method for automatic identification of learning evidences is then proposed as a skills-based approach to automatic evaluation of programming source codes. The method is characterized by implementing different strategies for source code evaluation, identifying evidences of programming skills, and representing these skills in a student model. Experiments conducted in controlled scenarios (testing datasets) have shown automatic source code evaluation strategies are viable. Experiments conducted in real scenarios (student-made source codes) produced results similar to controlled scenarios, however, implementation-related limitations were revealed for some strategies, such as vulnerabilities to unexpected syntax and flaws in regular expressions. A skill set was selected to compose our student model, represented by a Dynamic Bayesian Network. Experiments have shown feeding the model with evidences resulting from source codes automatic evaluation allows monitoring students' skills progress. Finally, automatic strategies coupled with student model capabilities enabled demonstrating skills-based assessment, which showed a valuable resource for identifying functionally correct source codes, but conceptually incorrect; when a program is correct functionally, returning expected results to specific inputs, but it was built with erroneous concepts and resources. Keywords: Computer Programming, Automatic Evaluation, Skills-Based Assessmen