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4th IEEE International Colloquium on Information Science and Technology (CiSt)

作者： Zougari, Soundous Tanana, Mariam Lyhyaoui, Abdelouahid Univ Abdelmalek Essaadi ENSA Tangier Lab Innovat Technol Tetouan Morocco

ISBN: (纸本)9781509007516

In this work, we address the issue of automatic assessment for programming assignments. The objective is to provide immediate feedback to the learners and save teachers from manually managing all the students' solutions. We will present a method merging results from dynamic and static analysis to ensure a reliable and objective evaluation job. While dynamic analysis is based on unit testing framework, the static analysis will focus on finding the adequate structural similarity measure after transforming the programs into control flow graphs.

关键词： programming assessment dynamic analysis static analysis graph representation graph similarity

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Towards an automatic assessment system in introductory programming courses 2

Towards an automatic assessment system in introductory progr...

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2nd International Conference on Electrical and Information Technologies (ICEIT)

作者： Zougari, Soundous Tanana, Mariam Lyhyaoui, Abdelouahid Univ Abdelmalek Essaadi ENSA Tangier Lab Innovat Technol Tetouan Morocco

ISBN: (纸本)9781467384698

Nowadays, automatic assessment of programming assignments has become an important topic in academic research. In fact, the increasing number of enrolled students in programming courses created the need of a system providing immediate feedback to the learners and saving teachers from manually managing all the students' solutions. This paper presents an attempt to conduct programming exercises assessment both dynamically and statically to ensure a reliable and objective evaluation job. While dynamic analysis is based on xUnit framework, the static analysis is performed on the graph representation of the programs.

关键词： programming assessment computer aided assessment graph representation

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Aristotle: A Flexible Open-Source Software Toolkit for Semi-Automated Marking of programming Assignments

Aristotle: A Flexible Open-Source Software Toolkit for Semi-...

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IEEE Pacific Rim Conference on Communications, Computers and Signal Processing (PACRIM)

作者： Adams, Michael D. Univ Victoria Dept Elect & Comp Engn Victoria BC V8W 2Y2 Canada

ISBN: (纸本)9781538607008

A new flexible open-source software toolkit to assist in the marking of programming assignments is presented. This toolkit automates the process of validating, building, and testing assignment submissions in addition to generating reports summarizing the results of building and testing student code. By using this toolkit (especially in conjunction with a tool like GitHub Classroom), the amount of effort required for assignment marking can be greatly reduced. The toolkit is programming-language neutral (i.e., does not mandate the use of a particular language) and provides a high degree of flexibility by allowing various operations to be customized via user-provided programs, which may be written in a scripting language of the user's choice.

关键词： programming assessment software assessment tools semi-automated grading GitHub Classroom

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Types of assessing student-programming knowledge 46

Types of assessing student-programming knowledge

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IEEE Frontiers in Education Conference (FIE)

作者： Gomes, Anabela Correia, Fernanda Brito Abreu, Pedro Henriques Univ Coimbra Ctr Informat & Syst Polytech Inst Coimbra Engn Inst Coimbra Portugal Univ Aveiro Inst Elect & Informat Engn Aveiro IEETA Polytech Inst Coimbra Engn Inst Coimbra Portugal Univ Aveiro Inst Elect & Informat Engn Aveiro IEETA Polytech Inst Coimbra Engn Inst Aveiro Portugal Univ Coimbra CISUC Ctr Informat & Syst Fac Sci & Technol Coimbra Portugal

ISBN: (纸本)9781509017904

High failure and dropout rates are common in higher education institutions with introductory programming courses. Some researchers advocate that sometimes teachers don't use correct methods of assessment and that many students pass in programming without knowing how to program. In this paper authors describe the assessment methodology applied to a first year, first semester, Biomedical Engineering programming course (2015/2016). Students' programming skills were tested by playing a game in the first class, then they were assessed with three tests and a final exam, each with topics the authors considered fundamental for the students to master. A correlation analyses between the different types of tests and exam questions is done, to evaluate the most suitable, for assessing programming knowledge, showing that it is possible to use different question types as a pedagogical strategy, to assess student difficulty levels and programming skills, that help students acquire abstract, reasoning and algorithm thinking in an acceptable level. Also, it is shown that different forms of questions are equivalent to assess equal knowledge and that it is possible to predict the ability of a student to program at an early stage.

关键词： Introductory programming programming learning difficulties programming assessment CS1

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Adaptive assessment of student's knowledge in programming courses

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JOURNAL OF COMPUTER ASSISTED LEARNING 2010年第4期26卷 258-269页

作者： Chatzopoulou, D. I. Economides, A. A. Univ Macedonia Dept Informat Syst Thessaloniki 54006 Greece

This paper presents programming Adaptive Testing (PAT), a Web-based adaptive testing system for assessing students' programming knowledge. PAT was used in two high school programming classes by 73 students. The question bank of PAT is composed of 443 questions. A question is classified in one out of three difficulty levels. In PAT, the levels of difficulties are adapted to Bloom's taxonomy lower levels, and students are examined in their cognitive domain. This means that PAT has been designed according to pedagogical theories in order to be appropriate for the needs of the course 'Application Development in a programming Environment'. If a student answers a question correctly, a harder question is presented, otherwise an easier one. Easy questions examine the student's knowledge, while difficult questions examine the student's skills to apply prior knowledge to new problems. A student answers a personalized test composed of 30 questions. PAT classifies a student in one out of three programming skills' levels. It can predict the corresponding classification of students in Greek National Exams. Furthermore, it can be helpful to both students and teachers. A student could discover his or her programming shortcomings. Similarly, a teacher could objectively assess his or her students as well as discover the subjects that need to be repeated.

关键词： assessment of programming computerized adaptive assessment computerized adaptive testing grading personalized test programming assessment

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ADAPTIVE assessment IN THE CLASS OF programming

ADAPTIVE ASSESSMENT IN THE CLASS OF PROGRAMMING

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作者： Dimitra I. Chatzopoulou University of Macedonia

学位级别：硕士

This paper presents P. A. T. (programming Adaptive Testing), a computerized adaptive testing system for assessing students' programming knowledge. P. A. T. was used in two high school programming classes by 73 students. After research was carried out, it was found helpful in increasing students' cognitive domain skills. In addition, it assists them to discover their shortcomings in the teaching material. P. A. T. helps teachers to assess their pupils with objectivity. Finally, P. A. T. classifies students according to their programming skills in three Levels of knowledge and research results showed that it successfully predicts students' performance in the National Exams.

关键词： Computerized adaptive testing adaptive assessment programming testing programming assessment programming skills

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Open Source Resources and Web 2.0 Potentialities for a New Democratic Approach in programming Practices

Open Source Resources and Web 2.0 Potentialities for a New D...

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2nd World Summit on the Knowledge Society (WSKS 2009)

作者： Tilio, Lucia Lanza, Viviana Scorza, Francesco Murgante, Beniamino Univ Basilicata Lab Urban & Territorial Syst I-85100 Potenza Italy

ISBN: (纸本)9783642047534

This paper reports about an experience concerning the implementation of a WEBGIS, a BLOG and an ontology. WEBGIS and BLOG allow to promote a spread of spatial data knowledge, to consult planning documents in the Internet, increasing transparency level of programming choices and involving different stakeholders participation. The ontology is intended as an ill progress powerful tool, increasing knowledge rationality. Ontologies can help the community by defining and explicating a shared language and strengthening the efficacy of direct interactions. The case study has been applied to Marmo Platano-Melandro PIT (Territorial Integrated Projects), an area with high potentialities in the North-Western part of Basilicata Region (Italy), responsible for the accomplishment of POR (Regional Operative Program) Basilicata 2000-2006 and for the elaboration of a common and shared strategy to manage an integrated program of interventions for local development.

关键词： Democracy e-democracy e-participation open source WEBGIS ICT BLOG OGC standards ontologies programming assessment

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Experiences with online programming examinations

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IEEE TRANSACTIONS ON EDUCATION 2008年第2期51卷 251-255页

作者： Farrow, Monica King, Peter J. B. Heriot Watt Univ Sch Math & Comp Sci Edinburgh EH14 4AS Midlothian Scotland

An online programming examination was used to assess undergraduates who had learned Java for two terms. The advantages are that the students are assessed on what they have to do in practice, rather than on their theoretical knowledge, and that the marking load on the examiner is drastically reduced. The style of question used and the results of the examination are analyzed.

关键词： automatic evaluation BlueJ Java programming JUnit programming assessment

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Automatic test-based assessment of programming: A review

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Journal on Educational Resources in Computing 2005年第3期5卷 4–es页

作者： Christopher Douce David Livingstone James Orwell Feedback Instruments Crowborough UK Kingston University Kingston-upon-Thames UK

Systems that automatically assess student programming assignments have been designed and used for over forty years. Systems that objectively test and mark student programming work were developed simultaneously with programming assessment in the computer science curriculum. This article reviews a number of influential automatic assessment systems, including descriptions of the earliest systems, and presents some of the most recent developments. The final sections explore a number of directions automated assessment systems may take, presenting current developments alongside a number of important emerging e-learning specifications.

关键词： Education computer-based training learning programming assessment

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Software standards in undergraduate computing courses

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JOURNAL OF COMPUTER ASSISTED LEARNING 1996年第2期12卷 103-113页

作者： Joy, M Luck, M UNIV WARWICK DEPT COMP SCICOVENTRY CV4 7ALW MIDLANDSENGLAND

High-quality software must be robust, reliable and maintainable. The design and coding of such software is no longer a craft;it is an engineering discipline, and the teaching of computer programming must reflect this. Consequently, students need to be aware of the importance of formulating accurate specifications for programming tasks, and of coning programs which correctly implement such specifications. However, the increase in student numbers experienced in recent years has caused manual methods of assessing students' programming assignments to become inefficient, and consistency more difficult to enforce. In order to support and motivate a rigorous approach in the context of these difficulties, an innovative on-line assessment system for programming language modules has been developed which addresses both concerns. This paper describes the package and discusses its importance in the delivery and assessment of undergraduate programming modules.

关键词： automated marking programming assessment programming skills software standards

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