Semi Automated Partial Credit Grading of Programming Assignments

The grading of student programs is a time consuming process. As class sizes continue to grow, especially in entry level courses, manually grading student programs has become an even more daunting challenge. Increasing the difficulty of grading is the needs of graphical and interactive programs such as those used as part of the UNH Computer Science curriculum (and various textbooks). There are existing tools that support the grading of introductory programming assignments (TAME and Web-CAT). There are also frameworks that can be used to test student code (JUnit, Tester, and TestNG). While these programs and frameworks are helpful, they have little or no no support for programs that use real data structures or that have interactive or graphical features. In addition, the automated tests in all these tools provide only “all or nothing” evaluation. This is a significant limitation in many circumstances. Moreover, there is little or no support for dynamic alteration of grading criteria, which means that refactoring of test classes after deployment is not easily done. Our goal is to create a framework that can address these weaknesses. This framework needs to: 1. Support assignments that have interactive and graphical components. 2. Handle data structures in student programs such as lists, stacks, trees, and hash tables. 3. Be able to assign partial credit automatically when the instructor can predict errors in advance. 4. Provide additional answer clustering information to help graders identify and assign consistent partial credit for incorrect output that was not predefined. Most importantly, these tools, collectively called RPM (short for Rapid Program Management), should interface effectively with our current grading support framework without requiring large amounts of rewriting or refactoring of test code

Web-Based Programming Grading Assistant: An Investigation of the Role of Students Reviewing Behavior

abstract: Paper assessment remains to be an essential formal assessment method in today's classes. However, it is difficult to track student learning behavior on physical papers. This thesis presents a new educational technology—Web Programming Grading Assistant (WPGA). WPGA not only serves as a grading system but also a feedback delivery tool that connects paper-based assessments to digital space. I designed a classroom study and collected data from ASU computer science classes. I tracked and modeled students' reviewing and reflecting behaviors based on the use of WPGA. I analyzed students' reviewing efforts, in terms of frequency, timing, and the associations with their academic performances. Results showed that students put extra emphasis in reviewing prior to the exams and the efforts demonstrated the desire to review formal assessments regardless of if they were graded for academic performance or for attendance. In addition, all students paid more attention on reviewing quizzes and exams toward the end of semester.Dissertation/ThesisMasters Thesis Computer Science 201

Web-based Integrated Development Environment

As tablets become more powerful and more economical, students are attracted to them and are moving away from desktops and laptops. Their compact size and easy to use Graphical User Interface (GUI) reduce the learning and adoption barriers for new users. This also changes the environment in which undergraduate Computer Science students learn how to program. Popular Integrated Development Environments (IDE) such as Eclipse and NetBeans require disk space for local installations as well as an external compiler. These requirements cannot be met by current tablets and thus drive the need for a web-based IDE. There are also many other challenges of moving a desktop-based IDE to a web-based one. There are many web-based IDEs currently in development. However, this project focuses on four particular open-sourced web-based IDEs: Ace, CodeMirror, ICEcoder and CloudCoder. Ace, CodeMirror and ICEcoder are web-based code editors and CloudCoder is a complete web-based exercise system. All of them were found to be integrable with CodeCheck except for ICEcoder. The CloudCoder integrated Codecheck was deployed for three classes during the Fall 2016 term at San Jose State University. Empirical data showed that students had a better grasp of the subject matter when exposed to exercises hosted by the enhanced CodeCheck. This was measured indirectly via the scores from projects, quizzes and exams

Service Equality in Virtual Reference

Research is divided about the potential of e-service to bridge communication gaps, particularly to diverse user groups. According to the existing body of literature, e-service may either increase or decrease the quality of service received. This study analyzes the level of service received by different genders and ethnic groups when academic and public librarians answer 676 online reference queries. Quality of e-service was evaluated along three dimensions: timely response, reliability, and courtesy. This study found no significant differences among different user groups along any of these dimensions, supporting the argument that the virtual environment facilitates equitable service and may overcome some challenges of diverse user groups

Exploring Problem Solving Paths in a Java Programming Course

Assessment of students’ programming submissions has been the focus of interest in many studies. Although the final submissions capture the whole program, they often tell very little about how it was developed. In this paper, we are able to look at intermediate programming steps using a unique dataset that captures a series of snapshots showing how students developed their program over time. We assessed each of these intermediate steps and performed a fine-grained concept-based analysis on each step to identify the most common programming paths. Analysis of results showed that most of the students tend to incrementally build the program and improve its correctness. This finding provides us with evidence that intermediate programming steps are important, and need to be taken into account for not only improving user modelling in educational programming systems, but also for providing better feedback to students

Web-based computer adaptive assessment of individual perceptions of job satisfaction for hospital workplace employees

<p>Abstract</p> <p>Background</p> <p>To develop a web-based computer adaptive testing (CAT) application for efficiently collecting data regarding workers' perceptions of job satisfaction, we examined whether a 37-item Job Content Questionnaire (JCQ-37) could evaluate the job satisfaction of individual employees as a single construct.</p> <p>Methods</p> <p>The JCQ-37 makes data collection via CAT on the internet easy, viable and fast. A Rasch rating scale model was applied to analyze data from 300 randomly selected hospital employees who participated in job-satisfaction surveys in 2008 and 2009 via non-adaptive and computer-adaptive testing, respectively.</p> <p>Results</p> <p>Of the 37 items on the questionnaire, 24 items fit the model fairly well. Person-separation reliability for the 2008 surveys was 0.88. Measures from both years and item-8 job satisfaction for groups were successfully evaluated through item-by-item analyses by using <it>t</it>-test. Workers aged 26 - 35 felt that job satisfaction was significantly worse in 2009 than in 2008.</p> <p>Conclusions</p> <p>A Web-CAT developed in the present paper was shown to be more efficient than traditional computer-based or pen-and-paper assessments at collecting data regarding workers' perceptions of job content.</p

Proceedings of the Resolve Workshop 2006

The aim of the RESOLVE Workshop 2006 was to bring together researchers and educators interested in: Refining formal approaches to software engineering, especially component-based systems, and introducing them into the classroom. The workshop served as a forum for participants to present and discuss recent advances, trends, and concerns in these areas, as well as formulate a common understanding of emerging research issues and possible solution paths