23,654 research outputs found
Toward Reverse Engineering of VBA Based Excel Spreadsheet Applications
Modern spreadsheet systems can be used to implement complex spreadsheet
applications including data sheets, customized user forms and executable
procedures written in a scripting language. These applications are often
developed by practitioners that do not follow any software engineering practice
and do not produce any design documentation. Thus, spreadsheet applications may
be very difficult to be maintained or restructured. In this position paper we
present in a nutshell two reverse engineering techniques and a tool that we are
currently realizing for the abstraction of conceptual data models and business
logic models.Comment: In Proceedings of the 2nd Workshop on Software Engineering Methods in
Spreadsheets (http://spreadsheetlab.org/sems15/
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Constructing Assessment: An Investigation into the Effectiveness of Online Diagnostic Tests to Assess Linguistic Competence
This research analyses the creation and use of online diagnostic tests to assess the linguistic competence of students at City University London. It examines the choices and approaches to designing this type of test and the effectiveness of the whole assessment process. Moreover, it highlights the importance of creating assessments testing the way learners mainly construct their knowledge regardless of the discipline or subject assessed. Finally the study recommends for the design of online assessments not to be led by the technology but to test the approaches learners use to map their own knowledge
Blended Feedback: Delivery of feedback as digital audio on a computer programming unit
Traditionally students are taught in a classroom, lecture theatre, or laboratory, by staff. They are encouraged to question, discuss, and participate in learning activities maximizing learning potential and to engage in dialogue as a means of monitoring understanding. Staff use a variety of technological aids to assist in the learning process and thus provide a blended learning approach (meanwhile offering a diverse student body greater opportunity to engage). However, feedback on assessments is still largely delivered as the written word even though academics and students believe that assessment provides notification of the quality of work. Students are thus treated as distance learners with no requirement to acknowledge receipt or understanding. They are given comments, which they are expected to interpret and action independently. Student engagement on a programming unit was previously improved by setting many small assignments throughout the academic year. Student attitudes towards this assessment style were positive as they began to realise the benefits of regular practice over time. However staff became aware that they were writing the same comments on work for the same students week after week, and students were not engaging with feedback. Hence this work begins to explore the use of audio feedback alongside the traditional written word to understand how blended feedback could assist in the comprehension of programming code to novice programmers. A pilot study is conducted as a first step with mixed results. Audio feedback was popular with students and 80% would prefer audio feedback in future although 60% felt that it would not improve their future learning
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