13 research outputs found

    Automatinio mokinių programų vertinimo sistemų lyginamoji analizė

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    Mokant programavimo jau seniai taikomas automatinis vertinimas. Tokiu atveju mokiniai (ar studentai) turi programas-sprendimus pateikti testavimo sistemai. Kad sistema galėtų patikrinti darbus, jie turi tenkinti gana griežtus reikalavimus. Savo ruožtu automatinė vertinimo sistema gali įvertinti dalį pamatuojamų kriterijų, patikrinti programos funkcionavimą su pradinių duomenų rinkiniais. Automatinių sistemų funkcionalumas kartais praplečiamas rankinėmis vertinimo galimybėmis, taip gaunantpusiau automatines sistemas. Sistemose paplitę du pagrindiniai programų analizės metodai: dinaminis ir statinis, o vertinimo būdų, kriterijų įvairovė yra gerokai didesnė. Automatinės mokinių programų vertinimo sistemos gelbsti ne tik vertinant kontrolines užduotis. Jos gali turėti ir mokomąją funkciją – mokinys gauna galimybę greitai, vos ne bet kuriuo momentu pasitikrinti, gauti kitą panašią užduotį, esti įsitikinęs vertinimo objektyvumu. Siekiant tobulinti automatinio vertinimo mokomąją funkciją reikia skirti daugiau dėmesio esamų sistemų analizei, jų pranašumams ir trūkumams. Straipsnyje lyginamosios analizės būdu vertinami sprendimai, siūlomos naujos sistemų tobulinimo sritys.Comparative Analysis of Automatic Students’ Program Evaluation SystemsBronius Skūpas SummaryPractice in programming is typical for graduators of secondary schools and for programming courses in universities. Students usually have programming assignments that need to be assessed. The assessment can be done using automatic assessment systems. There are several areas where such systems can be used: programming competitions and preparations for them, evaluation of maturity exam in programming, teaching of programming in courses. Static and dynamic assessment of programs is discussed. Article compares several different assessment systems described in literature and available from Internet. Comparative analysis shows main strength and weakness of automatic assessment systems. Requirements, possibilities and trends for future assessment systems are discussed

    Dynamic Programming Insights From Programming Contests

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    Competitive programming is a sport for solving highly complex algorithmic problems. These problems range from simple brute-force to advanced algorithms like network flows or dynamic programming. Many problems require the use of several different techniques at once. Practicing for these contests improves algorithmic problem solving, programming, testing, and debugging skills, and in general, makes students into well-rounded computer scientists. This thesis surveys over 70 problems from the Intercollegiate Programming Competition (ICPC) 2019 North American regional contests. These problems are fun and intellectually stimulating, and by solving them we have gained many insights into the technique of dynamic programming. These insights may be helpful in identifying and formulating dynamic programming solutions. This thesis can be used as an introductory text or supplemental reading material for the technique of dynamic programming.We built a web-based platform to archive ICPC problems and have archived all of the problems from the 2019 North American regional contests, totaling over 70 problems from 12 regional contests. While surveying these problems, we also classified them based on the algorithmic technique used. We hope that this website continues to archive ICPC problems from all geographic regions, and helps students identify problems for practice and training

    An Analysis of the Influence of Graph Theory When Preparing for Programming Contests

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    [EN] The subject known as Programming Contests in the Bachelor's Degree in Computer Engineering course focuses on solving programming problems frequently met within contests such as the Southwest Europe Regional Contest (SWERC). In order to solve these problems one first needs to model the problem correctly, find the ideal solution, and then be able to program it without making any mistakes in a very short period of time. Leading multinationals such as Google, Apple, IBM, Facebook and Microsoft place a very high value on these abilities when selecting candidates for posts in their companies. In this communication we present some preliminary results of an analysis of the interaction between two optional subjects in the Computer Science Degree course: Programming Contests (PC) and Graphs, Models and Applications (GMA). The results of this analysis enabled us to make changes to some of the contents in GMA in order to better prepare the students to deal with the challenges they have to face in programming contests.This project was funded by the Vicerrectorado de Estudios y Calidad Academica of the Universitat Politecnica de Valencia. PIME-B08: Modelos de la Teoria de Grafos aplicados a problemas de competiciones de programacion.Jordan-Lluch, C.; Gomez, J.; Conejero, JA. (2017). An Analysis of the Influence of Graph Theory When Preparing for Programming Contests. Mathematics. 5(1):1-11. doi:10.3390/math5010008S1115

    Java Challenge Software Project

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    Programming contests are a means of exploiting the problem solving capabilities of developers and they provide a forum for display of extraordinary programming skills. The Java Challenge (JC) Software Project is the saga of creating an automated, secure and responsive programming contest system for deployment on the Internet and to collect information about programming practices, habits, and trends in coding in such restricted environment. The methodology followed to design, implement, and evaluate such a system uses new technologies such as the WWW, mail filtering and sandboxing techniques. The current Java Challenge implementation runs the Java Challenge on a Solaris 2.6 platform under specified regulations. The scripts are developed in Perl. The security features of jdkl.2 have been researched and successfully implemented. The mode of entry acceptance is electronic mail in a specified format. Standard Unix features have been used for data archiving and information redirection. The JC software is an application package that conducts programming contests in an automated manner, provides a secure environment for evaluation and does web listing updates automatically

    Automatinio sprendimų vertinimo informatikos olimpiadose raida ir perspektyvos

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    Pastaruoju metu mokslinėje visuomenėje vis daugiau atgarsio sulaukia įvairios informatikos (algoritmavimo) olimpiados. Ši sritis tampa mokslinių tyrimų objektu. Informatikos olimpiadų dalyviai turi sukurti algoritmus ir juos užrašyti nepriekaištingai veikiančiomis programomis viena iš leidžiamų programavimo kalbų. Darbai yra vertinami automatiškai testuojant juodosios dėžės principu, visiškai nebandant analizuoti paties algoritmo. Toks vertinimas sulaukia nemažai kritikos, tačiau kol kas gerų alternatyvų nėra. Straipsnyje pateikiama automatinio vertinimo informatikos olimpiadose raida nuo pirmųjų olimpiadų iki šių dienų, apžvelgiami darbai, kuriuose nagrinėjama ši problematika, aptariamos olimpiadose ir mokslinėje literatūroje siūlytos patobulintos vertinimo schemos, numatomos ateities gairės.Development and perspectives of automated grading in informatics olympiadsJūratė Skūpienė SummaryInternational Olympiads in Informatics (IOI) lately are gaining more attention in the scientific community. Contestants in IOI have to design algorithms and implement them as programs in one of allowed programming languages. Currently all the submissions are graded automatically using black-box method and grading is based on execution of compiled programs with different tests (input data). The algorithm itself is not analysed or revealed in any other possible way. Current gradingsystem receives a lot of criticism due its unfairness (mistyping the name of a variable might lead to zero points), however, no better grading models have been proposed so far. The paper gives an overview of the development of grading in IOI starting from the very first IOI’s where the verbal description of an algorithm had to be presented and evaluated. Many grading problems emerged in 1990’s due to input/output format requirements which where inevitable in order to be able to perform automated testing of submissions. Input/output details required a lot of concentration from participants for mistyping a file name or redundant/missing end of line symbol might have resulted in zero points. Sometimes that even shifted focus from algorithm to formatting details. These problems were solved with the appearance of the first Informatics Contest Management System in 2001 which allowed the contestants to submit and run their program with sample tests thus checking their programs for compatibility with format requirements and correcting if there was such a need during contest time. After the contest management systems found their place in IOI’s the attention was shifted to the relationship between the grades given for a submission and the algorithm implemented. The paper presents overview of published papers and discussions in IOI community on these topics. The papers ends with perspectives and directions for future improvement of grading in IOI’s

    Designing a cloud-based learning environment for the preparation of bachelors of computer science: theoretical and methodological foundations

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    Монографія присвячена проблемі проектування хмаро орієнтованого навчального середовища для підготовки бакалаврів інформатики. Автором подано узагальнюючу теоретичні особливості проектування хмаро орієнтованого навчального середовища для підготовки бакалаврів інформатики, та його основні характеристики, з врахуванням психологічних особливостей юнацького віку та особливостей підготовки бакалаврів інформатики. Проаналізовано вітчизняний та зарубіжний досвід проектування хмаро орієнтованого навчального середовища. Запропоновано структурно-функціональну модель хмаро орієнтованого навчального середовища для підготовки бакалаврів інформатики. Запопоновано процедуру проектування хмаро орієнтованого навчального середовища для підготовки бакалаврів інформатики. Виокремлено критерії добору систем підтримки навчання як складової хмаро орієнтованого навчального середовища тьа хмаро орінтованих і web-орієнтованих засобів навчання для підготовки бакалаврів інформатики. Описано модель хмаро орієнтованої системи підтримки навчання бакалаврів інформатики. Розроблені методичні рекомендації щодо використання хмаро орієнтованої системи підтрики навчання бакалаврів інформатики.The monograph is devoted to the problem of designing a cloud-based learning environment for the preparation of bachelors of computer science. The author presents the generalizing theoretical peculiarities of the design of a cloud-based learning environment for the preparation of bachelors of computer science, and its main characteristics, taking into account the psychological characteristics of adolescence and the peculiarities of the preparation of bachelors of computer science. The domestic and foreign experience of designing a cloud-based learning environment has been analyzed. The structural-functional model of the cloud-oriented learning environment for the preparation of bachelors of informatics is proposed. The procedure for designing a cloud-based learning environment for the preparation of bachelors of informatics is proposed. The criteria for choosing support systems for learning as a component of the cloud-based learning environment are cloud computing and web-based learning tools for the preparation of bachelors of informatics. The model of the cloud-oriented system of support for the training of bachelors of informatics is described. The methodical recommendations for the use of the cloud-oriented system of support for the training of bachelors of informatics have been developed

    Toward Developing a Valid and Reliable Assessment of Learners’ Nature of Engineering Views

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    Nature of Engineering (NOE) refers to the epistemological beliefs pertaining to engineering (Antink-Meyer & Brown, 2019; Deniz et al., 2019; Hartman & Bell, 2018; Kaya et al., 2017; Pleasants & Olson, 2019). Given that a person’s engineering values and beliefs can affect how that individual perceives not only certain tasks, but also his/her ability to accomplish them, it is important to support pre-college teachers and students in improving their NOE understanding. This continues to be one of the main goals of pre-college Science, Technology, Engineering, and Math (STEM) education, and has become particularly relevant since the release of the Next Generation Science Standards (NGSS) in 2013. NGSS elevated the engineering design process to the level of scientific inquiry and focused on the aspects of NOE implicitly. Just as researchers have been calling for a greater emphasis on the understanding the Nature of Science (NOS) during the last fifty years, including the need for K-12 students to develop adequate NOS views, students today need to be better informed on the key NOE aspects in order to appreciate and understand engineering. Recently, some researchers have attempted to explore relevant NOE aspects for K-12 students with the aim of generating more sophisticated views of NOE among students. However, at present, assessment of NOE understanding, which is a fundamental part of NOE research, is a challenge, due to the absence of a reliable instrument. It is therefore imperative to develop a NOE instrument that can be adopted in pre-college engineering instruction, as the findings yielded can help close the gap between learners’ NOE conceptions and the actual engineering practice. Most importantly, pre-college engineering education can be modified by using a spectrum of instructional methods geared toward enhancing learners’ NOE understanding. This was the aim of the proposed study, and it was achieved by accomplishing the following two goals: (a) describing the NOE aspects relevant to K-12 education based on the NGSS and the National Research Councils’ Framework for K-12 Science Education; (b) developing a new empirical, reliable, and valid open-ended Nature of Engineering Instrument – Version B (VNOE-B), in part derived from a Views of the Nature of Engineering (VNOE) questionnaire designed to assess learners’ NOE perceptions. This research mainly focused on the development and validation of the VNOE-B questionnaire while also discussing the implications of the use of the new VNOE-B questionnaire in educational practice. It is envisaged that the findings yielded by this investigation will guide the science and engineering education community in devising the most appropriate ways to help students and teachers develop fully-informed NOE views
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