21,692 research outputs found
Feedback Generation for Performance Problems in Introductory Programming Assignments
Providing feedback on programming assignments manually is a tedious, error
prone, and time-consuming task. In this paper, we motivate and address the
problem of generating feedback on performance aspects in introductory
programming assignments. We studied a large number of functionally correct
student solutions to introductory programming assignments and observed: (1)
There are different algorithmic strategies, with varying levels of efficiency,
for solving a given problem. These different strategies merit different
feedback. (2) The same algorithmic strategy can be implemented in countless
different ways, which are not relevant for reporting feedback on the student
program.
We propose a light-weight programming language extension that allows a
teacher to define an algorithmic strategy by specifying certain key values that
should occur during the execution of an implementation. We describe a dynamic
analysis based approach to test whether a student's program matches a teacher's
specification. Our experimental results illustrate the effectiveness of both
our specification language and our dynamic analysis. On one of our benchmarks
consisting of 2316 functionally correct implementations to 3 programming
problems, we identified 16 strategies that we were able to describe using our
specification language (in 95 minutes after inspecting 66, i.e., around 3%,
implementations). Our dynamic analysis correctly matched each implementation
with its corresponding specification, thereby automatically producing the
intended feedback.Comment: Tech report/extended version of FSE 2014 pape
Synthesizing Imperative Programs from Examples Guided by Static Analysis
We present a novel algorithm that synthesizes imperative programs for
introductory programming courses. Given a set of input-output examples and a
partial program, our algorithm generates a complete program that is consistent
with every example. Our key idea is to combine enumerative program synthesis
and static analysis, which aggressively prunes out a large search space while
guaranteeing to find, if any, a correct solution. We have implemented our
algorithm in a tool, called SIMPL, and evaluated it on 30 problems used in
introductory programming courses. The results show that SIMPL is able to solve
the benchmark problems in 6.6 seconds on average.Comment: The paper is accepted in Static Analysis Symposium (SAS) '17. The
submission version is somewhat different from the version in arxiv. The final
version will be uploaded after the camera-ready version is read
Introductory programming: a systematic literature review
As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming.
This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research
Software Verification and Graph Similarity for Automated Evaluation of Students' Assignments
In this paper we promote introducing software verification and control flow
graph similarity measurement in automated evaluation of students' programs. We
present a new grading framework that merges results obtained by combination of
these two approaches with results obtained by automated testing, leading to
improved quality and precision of automated grading. These two approaches are
also useful in providing a comprehensible feedback that can help students to
improve the quality of their programs We also present our corresponding tools
that are publicly available and open source. The tools are based on LLVM
low-level intermediate code representation, so they could be applied to a
number of programming languages. Experimental evaluation of the proposed
grading framework is performed on a corpus of university students' programs
written in programming language C. Results of the experiments show that
automatically generated grades are highly correlated with manually determined
grades suggesting that the presented tools can find real-world applications in
studying and grading
TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)
This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning
TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)
This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning
- …