Using a Triple Graph Grammar for State Machine Implementations

Typical techniques of model-driven development use graph transformations to manipulate models and use generators to produce source code. In this contribution we suggest to use graph transformations instead of generators in order to get a closer connection between model and code. We define a Triple Graph Grammar for the mapping from a modeling tool data format to source code and derive a sample set of transformation rules from this. Thereby both truly simultaneous manipulation of model and code is enabled as well as virtually simultaneous manipulation by direct propagation of changes from code to model and back again

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

Comparison of Required Competences and Task Material in Modeling Education

The reform of the European academic landscape with the introduction of bachelor\u27s and master\u27s degree programs has brought about several profound changes for teaching and assessment in higher education. With regard to the examination system, the shift towards output-oriented teaching is still one of the most significant challenges. Assessments have to be integrated into the teaching and learning arrangements and consistently aligned towards the intended learning outcomes. In particular, assessments should provide valid evidence that learners have acquired competences that are relevant for a specific domain. However, it seems that this didactic goal has not yet been fully achieved in modeling education in computer science. The aim of this study is to investigate whether typical task material used in exercises and exams in modeling education at selected German universities covers relevant competences required for graphical modeling. For this purpose, typical tasks in the field of modeling are first identified by means of a content-analytical procedure. Subsequently, it is determined which competence facets relevant for graphical modeling are addressed by the task types. By contrasting a competence model for modeling with the competences addressed by the tasks, a gap was identified between the required competences and the task material analyzed. In particular, the gap analysis shows the neglect of transversal competence facets as well as those related to the analysis and evaluation of models. The result of this paper is a classification of task types for modeling education and a specification of the competence facets addressed by these tasks. Recommendations for developing and assessing student\u27s competences comprehensively are given

Analysen zur studentischen Wahl von Modellierungswerkzeugen in einer elektronischen Distanz-Prüfung

Modellierungsaufgaben sind ein typischer Bestandteil der Informatik-Lehre. Je nach Kontext ist den Studierenden dabei eine freie Wahl der Mittel erlaubt oder ein bestimmtes Werkzeug zur Lösung der Aufgaben vorgeschrieben. Wahrend ersteres von den Studierenden die Fähigkeit zur Wahl eines geeigneten Werkzeugs erfordert und dementsprechend anspruchsvoll sein kann, kann letzteres insbesondere im Prüfungskontext eine unerwünschte Erschwernis darstellen. Anhand einer elektronischen Distanz-Prüfung aus dem Wintersemester 2020/21 untersucht dieser Beitrag, wie sich Studierende bei freier Auswahl in einer Prüfung entscheiden und wie zufrieden sie mit dieser Wahl sind. Aus den Ergebnissen lassen sich Erkenntnisse ableiten, die bei der Entwicklung von Modellierungswerkzeugen berücksichtigt werden sollten. (DIPF/Orig.

Empirical Definition of Object-oriented Programming Competencies

International large-scale educational investigations and the focus on learners' competencies powered a veritable revolution in teaching and learning approaches as well as in educational research methodologies. In the relatively young field of computer science education research, however, there is a considerable lack of empirical studies on the definition and measurement of competencies. The central goal of the presented research project is to identify, describe, and measure competencies for object-oriented programming, in particular for implementing abstract data types. We use an automated assessment system to evaluate and score a large number of students' solutions of programming tasks. Item Response Theory analyses of the results identify subsets of tasks suitable for defining typical programming competencies. Further qualitative analyses reveal the internal structure of the competencies and allow a classification in a competency structure model. This article presents in detail our rigorous methodology and exemplary results for the empirical definition and decomposition of the competency named "Ability to implement the abstract data type Binary Search Tree"

Kompetenzorientiertes E-Assessment für die grafische, konzeptuelle Modellierung = Competence-oriented E‑assessment of Graphical, Conceptual Modelling

In vielen Bereichen der Wirtschaftsinformatik spielt die Erstellung konzeptueller Modelle unter Verwendung grafischer Modellierungssprachen eine wichtige Rolle. Entsprechend wichtig ist eine fundierte Grundausbildung, die sich an den benötigten Modellierungskompetenzen orientiert und daher neben theoretischen auch praktische Aspekte der konzeptuellen Modellierung in den Blick nimmt. Der vorliegende Beitrag stellt erste Ergebnisse aus dem KEA-Mod-Projekt vor, das sich mit der Erstellung eines „digitalen Fachkonzepts“ im Bereich der grafischen, konzeptuellen Modellierung befasst. Kernstück dieses Fachkonzepts ist die Unterstützung der Grundausbildung in der grafischen, konzeptuellen Modellierung durch eine kompetenzorientierte E‑Assessment-Plattform mit automatisierten und individuellen Bewertungs- und Feedbackmöglichkeiten