59,065 research outputs found
Semi-automatic assessment of unrestrained Java code: a Library, a DSL, and a workbench to assess exams and exercises
© ACM 2015. This is the author's version of the work. It is posted here for your personal use. Not for redistribution. The definitive Version of Record was published in http://dx.doi.org/10.1145/2729094.2742615Automated marking of multiple-choice exams is of great interest
in university courses with a large number of students.
For this reason, it has been systematically implanted in almost
all universities. Automatic assessment of source code
is however less extended. There are several reasons for that.
One reason is that almost all existing systems are based on
output comparison with a gold standard. If the output is the
expected, the code is correct. Otherwise, it is reported as
wrong, even if there is only one typo in the code. Moreover,
why it is wrong remains a mystery. In general, assessment
tools treat the code as a black box, and they only assess the
externally observable behavior. In this work we introduce a
new code assessment method that also verifies properties of
the code, thus allowing to mark the code even if it is only
partially correct. We also report about the use of this system
in a real university context, showing that the system
automatically assesses around 50% of the work.This work has been partially supported by the EU (FEDER) and the Spanish Ministerio de Economíay Competitividad (Secretaría de Estado de Investigación, Desarrollo e Innovación) under grant TIN2013-44742-C4-1-R and by the Generalitat Valenciana under grant PROMETEOII2015/013. David Insa was partially supported by the Spanish Ministerio de Educación under FPU grant AP2010-4415.Insa Cabrera, D.; Silva, J. (2015). Semi-automatic assessment of unrestrained Java code: a Library, a DSL, and a workbench to assess exams and exercises. ACM. https://doi.org/10.1145/2729094.2742615SK. A Rahman and M. Jan Nordin. A review on the static analysis approach in the automated programming assessment systems. In National Conference on Programming 07, 2007.K. Ala-Mutka. A survey of automated assessment approaches for programming assignments. In Computer Science Education, volume 15, pages 83--102, 2005.C. Beierle, M. Kula, and M. Widera. Automatic analysis of programming assignments. In Proc. der 1. E-Learning Fachtagung Informatik (DeLFI '03), volume P-37, pages 144--153, 2003.J. Biggs and C. Tang. Teaching for Quality Learning at University : What the Student Does (3rd Edition). In Open University Press, 2007.P. Denny, A. Luxton-Reilly, E. Tempero, and J. Hendrickx. CodeWrite: Supporting student-driven practice of java. In Proceedings of the 42nd ACM technical symposium on Computer science education, pages 09--12, 2011.R. Hendriks. Automatic exam correction. 2012.P. Ihantola, T. Ahoniemi, V. Karavirta, and O. Seppala. Review of recent systems for automatic assessment of programming assignments. In Proceedings of the 10th Koli Calling International Conference on Computing Education Research, pages 86--93, 2010.H. Kitaya and U. Inoue. An online automated scoring system for Java programming assignments. In International Journal of Information and Education Technology, volume 6, pages 275--279, 2014.M.-J. Laakso, T. Salakoski, A. Korhonen, and L. Malmi. Automatic assessment of exercises for algorithms and data structures - a case study with TRAKLA2. In Proceedings of Kolin Kolistelut/Koli Calling - Fourth Finnish/Baltic Sea Conference on Computer Science Education, pages 28--36, 2004.Y. Liang, Q. Liu, J. Xu, and D. Wang. The recent development of automated programming assessment. In Computational Intelligence and Software Engineering, pages 1--5, 2009.K. A. Naudé, J. H. Greyling, and D. Vogts. Marking student programs using graph similarity. In Computers & Education, volume 54, pages 545--561, 2010.A. Pears, S. Seidman, C. Eney, P. Kinnunen, and L. Malmi. Constructing a core literature for computing education research. In SIGCSE Bulletin, volume 37, pages 152--161, 2005.F. Prados, I. Boada, J. Soler, and J. Poch. Automatic generation and correction of technical exercices. In International Conference on Engineering and Computer Education (ICECE 2005), 2005.M. Supic, K. Brkic, T. Hrkac, Z. Mihajlovic, and Z. Kalafatic. Automatic recognition of handwritten corrections for multiple-choice exam answer sheets. In Information and Communication Technology, Electronics and Microelectronics (MIPRO), pages 1136--1141, 2014.S. Tung, T. Lin, and Y. Lin. An exercise management system for teaching programming. In Journal of Software, 2013.T. Wang, X. Su, Y. Wang, and P. Ma. Semantic similarity-based grading of student programs. In Information and Software Technology, volume 49, pages 99--107, 2007
Automated analysis of software artefacts - a use case in e-assessment
Automated grading and feedback generation for programming and modeling exercises has become a usual means of supporting teachers and students at universities and schools. Tools used in this context engage general software engineering techniques for the analysis of software artefacts. Experiences with the current state-of-the-art show good results, but also a gap between the potential power of such techniques and the actual power used in current e-assessment systems. This thesis contributes to closing this gap by developing and testing approaches that are more universal than the currently used approaches and provide novel means of feedback generation. It can be shown that these approaches can be used effectively and efficiently for the mass validation of exercises, and that they result in a high feedback quality according to students' perception
Early experiences of computer‐aided assessment and administration when teaching computer programming
This paper describes early experiences with the Ceilidh system currently being piloted at over 30 institutions of higher education. Ceilidh is a course‐management system for teaching computer programming whose core is an auto‐assessment facility. This facility automatically marks students programs from a range of perspectives, and may be used in an iterative manner, enabling students to work towards a target level of attainment. Ceilidh also includes extensive course‐administration and progress‐monitoring facilities, as well as support for other forms of assessment including short‐answer marking and the collation of essays for later hand‐marking. The paper discusses the motivation for developing Ceilidh, outlines its major facilities, then summarizes experiences of developing and actually using it at the coal‐face over three years of teaching
A review of Australasian investigations into problem solving and the novice programmer
This Australasian focused review compares a number of recent studies that have identified difficulties encountered by novices while learning programming and problem solving. These studies have shown that novices are not performing at expected levels and many novices have only a fragile knowledge of programming, which may prevent them from learning and applying problem solving strategies. The review goes on to explore proposals for explicitly incorporating problem solving strategy instruction into introductory programming curricula and assessment, in an attempt to produce improved learning outcomes for novices. Finally, directions suggested by the reviewed studies are gathered and some unanswered questions are raised
A gentle transition from Java programming to Web Services using XML-RPC
Exposing students to leading edge vocational areas of relevance such as Web Services can be difficult. We show a lightweight approach by embedding a key component of Web Services within a Level 3 BSc module in Distributed Computing. We present a ready to use collection of lecture slides and student activities based on XML-RPC. In
addition we show that this material addresses the central topics in the context of web services as identified by Draganova (2003)
Improving the Quality of Technology-Enhanced Learning for Computer Programming Courses
Teaching computing courses is a major challenge for the majority of lecturers in Libyan higher learning institutions. These courses contain numerous abstract concepts that cannot be easily explained using traditional educational methods. This paper describes the rationale, design, development and implementation stages of an e-learning package (including multimedia resources such as simulations, animations, and videos) using the ASSURE model. This training package can be used by students before they attend practical computer lab sessions, preparing them by developing technical skills and applying concepts and theories presented in lecture through supplementary study and exercises
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
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