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38th SIGCSE Technical Symposium on Computer Science Education

作者： Layman, Lucas Williams, Laurie Slaten, Kelli N Carolina State Univ Dept Comp Sci Raleigh NC 27695 USA

ISBN: (纸本)9781595933614

In addition to "leaming by doing," programming assignments and projects are also the mechanism by which students learn about the utility of computer science - or not. Recent research indicates that the current generation of students is in search of a career with meaning, and women and minorities have long been known to desire careers that help society. In this paper, we provide student testimonials on the importance and benefits of practical and socially-relevant assignments. We then examined approximately 200 first year (CS1) and software engineering assignments at top computer science institutions. Only 34% of the CS1 projects had a practical or socially-relevant context, 41% had no context at all, and 15% were games. For software engineering projects, 62% were practical or socially-relevant, but still 16% had no practical context. We recommend that educators, through their assignments, place increased emphasis on demonstrating that computer science can be used to aid society and/or produce products of practical value to society.

关键词： CS1 Software engineering education programming assignments

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Automated Feedback Generation for Multiple Function Programs 28

Automated Feedback Generation for Multiple Function Programs

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28th Asia-Pacific Software Engineering Conference (APSEC)

作者： Choi, Dongwook Heo, Jinseok Lee, Eunseok Sungkyunkwan Univ Dept Software Engn Suwon South Korea Sungkyunkwan Univ Dept Elect & Comp Engn Suwon South Korea Sungkyunkwan Univ Dept Comp Sci & Engn Suwon South Korea

ISBN: (纸本)9781665437844

Automated Feedback Generation (AFG) was proposed to automatically generate personalized feedback on students' programming assignments. Existing AFG techniques have been developed mainly for novice programmers, so feedback on complex programs cannot be generated. Therefore, we propose MUNCK, which automatically generates feedback for multiple function programs, one of the complex programs. Our experiment shows that MUNCK can generate feedback for 90% of multiple function programs.

关键词： Automated Feedback Generation programming assignments Program Standardization Automatic Program Repair

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An Integrated Automatic Compiling System for Student Feedback on Java Programs 5

An Integrated Automatic Compiling System for Student Feedbac...

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5th IEEE Integrated STEM Education Conference (ISEC)

作者： Huang, Ching-yu Morreale, Patricia A. Kean Univ Dept Comp Sci Union NJ 07083 USA

ISBN: (纸本)9781479918294

In colleges today, learning computer languages is becoming more popular not only because the current job market highly demands jobs requiring these skills, but also because many STEM fields require programming skills. Java is one of the most widely used languages in client-server applications because of its rich API, portability, simplicity, and object-oriented features. To learn their first programming languages, students must write many programs for practice on the path to mastery. More programming assignments increase the workload of faculty. This paper presents an integrated online system to help instructors manage programming assignments effectively, providing immediate compiling and runtime messages, and display of the results when the students submit the program. This immediate feedback improves the student learning experience, with targeted information and encourages student success.

关键词： Java Linux PHP programming assignments MySQL web server

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BRIDGES: Real world data, assignments and visualizations to engage and motivate CS majors

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EDUCATION AND INFORMATION TECHNOLOGIES 2024年第9期29卷 10649-10675页

作者： Burlinson, David Mcquaigue, Matthew Goncharow, Alec Subramanian, Kalpathi Saule, Erik Payton, Jamie Goolkasian, Paula UNC Charlotte Comp Sci Charlotte NC 28223 USA Temple Univ Comp Sci Philadelphia PA 19122 USA UNC Charlotte Psychol Sci Charlotte NC USA

BRIDGES is a software framework for creating engaging assignments for required courses such as data structures and algorithms. It provides students with a simplified API that populates their own data structure implementations with live and real-world data, and provides the ability for students to easily visualize the data structures they create as part of routine classroom exercises. The objective is to use the infrastructure to promote a better understanding of the data structure and its underlying algorithms. This report describes the BRIDGES infrastructure and provides evaluation data collected over the first five years of the project. In the first 2 years, as we were developing the BRIDGES projects, our focus was on gathering data to assess whether the addition of the BRIDGES exercises had an effect on student retention of core concepts in data structures;and throughout the 5-year duration of the project, student interest and faculty feedback were collected online and anonymously. A mixed method design was used to evaluate the project impact. A quasiexperimental design compared student cohorts who were enrolled in comparable course sections that used BRIDGES with those that did not. Qualitative and quantitative measures were developed and used together with course grades and grade point averages. Interest and relevance in BRIDGES programming assignments was assessed with additional survey data from students and instructors. Results showed that students involved in BRIDGES projects demonstrated larger gains in knowledge of data structures compared to students enrolled in comparable course sections, as well as long-term benefits in their performance in four follow-on required courses. Survey responses indicated that some investment of time was needed to use BRIDGES, but the extra efforts were associated with several notable outcomes. Students and instructors had positive perceptions of the value of engaging in BRIDGES projects. BRIDGES can become a tool to get stu

关键词： Real-world data Data structures Algorithms Visualization Engagement programming assignments

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Efficient Structural Analysis of Source Code for Large Scale Applications in Education 13

Efficient Structural Analysis of Source Code for Large Scale...

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13th IEEE Global Engineering Education Conference (IEEE EDUCON)

作者： Koegl, Adrian Hubwieser, Peter Talbot, Mike Krugel, Johannes Striewe, Michael Goedicke, Michael Columbia Univ New York NY 10027 USA Tech Univ Munich Munich Germany Leibniz Univ Hannover Hannover Germany Univ Duisburg Essen Essen Germany

ISBN: (纸本)9781665444347

Automated Assessment Systems (AAS) are increasingly used in large computer science lectures to evaluate student solutions to programming assignments. The AAS normally carries out static and dynamic analysis of the program code. In addition, simple forms of learning analytics can often be generated quite easily. However, structural analyses and comparison of solutions for larger sets of student programs are, in many cases, complicated and time-consuming. In this article, we introduce a methodology with which thousands of programs can be analyzed in less than a second, for example, to search for the use of certain control structures or the application of recursion. For this purpose, we have developed a software that creates a structural representation for each programming solution in the form of a TGraph, which is inserted into a graph database using Neo4j. On this database, we can search for structural features by queries in the language Cypher. We have tested this methodology extensively for Java programs, measured its performance, and validated the results. Our software can also be applied to programs in other programming languages, such as Scratch. Additionally, we plan to make our software available to the community.

关键词： Automated assessment systems learning analytics introductory lectures programming assignments large-scale education structural code analysis source code representation graph database

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Understanding Problems through Assignment Presentation: A Replication Study 49

Understanding Problems through Assignment Presentation: A Re...

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49th IEEE Frontiers in Education Conference (FIE)

作者： Garcia, Rita Vivian, Rebecca Falkner, Katrina Univ Adelaide Adelaide SA Australia

ISBN: (纸本)9781728117461

This study explores how a well-formed programming assignment can assist students in understanding a problem. To determine whether the presentation of a programming assignment might help CS1 students better understand the problem, we perform a comparable replication study using Soloway's Rainfall Problem. This study integrates scaffolding treatments from prior studies using the Rainfall Problem into a theoretical assignment design pattern, to form a new presentation context. A survey was used to gain insight into how students perceived the presentation helped them understand the problem and potentially helped them solve the programming tasks. Results from the study show plan composition and natural language translation a challenge, but students appreciate the additional guidance from the assignment presentation in the form of hints and bullet points formatting to identify tasks. From the results, we are considering these scaffolding treatments and assignment presentation for future CS1 programming assignments.

关键词： Rainfall Problem CS1 programming assignments

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Comparing Test Quality Measures for Assessing Student-Written Tests 2014

Comparing Test Quality Measures for Assessing Student-Writte...

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36th International Conference on Software Engineering (ICSE)

作者： Edwards, Stephen H. Shams, Zalia Virginia Tech Dept Comp Sci 2202 Kraft Dr Blacksburg VA 24060 USA

ISBN: (纸本)9781450327688

Many educators now include software testing activities in programming assignments, so there is a growing demand for appropriate methods of assessing the quality of student-written software tests. While tests can be hand-graded, some educators also use objective performance metrics to assess software tests. The most common measures used at present are code coverage measures-tracking how much of the student's code (in terms of statements, branches, or some combination) is exercised by the corresponding software tests. Code coverage has limitations, however, and sometimes it overestimates the true quality of the tests. Some researchers have suggested that mutation analysis may provide a better indication of test quality, while some educators have experimented with simply running every student's test suite against every other student's program-an "all-pairs" strategy that gives a bit more insight into the quality of the tests. However, it is still unknown which one of these measures is more accurate, in terms of most closely predicting the true bug revealing capability of a given test suite. This paper directly compares all three methods of measuring test quality in terms of how well they predict the observed bug revealing capabilities of student-written tests when run against a naturally occurring collection of student-produced defects. Experimental results show that all-pairs testing-running each student's tests against every other student's solution-is the most effective predictor of the underlying bug revealing capability of a test suite. Further, no strong correlation was found between bug revealing capability and either code coverage or mutation analysis scores.

关键词： Experimentation Verification Software testing automated assessment automated grading mutation testing programming assignments test coverage test quality test metrics

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Adaptively Identifying Non-terminating Code When Testing Student Programs 14

Adaptively Identifying Non-terminating Code When Testing Stu...

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45th ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Edwards, Stephen H. Shams, Zalia Estep, Craig Virginia Tech Dept Comp Sci 114 McBryde Hall 0106 Blacksburg VA 24061 USA

ISBN: (纸本)9781450326056

Infinite looping problems that keep student programs from terminating may occur in many kinds of programming assignments. While non-terminating code is easier to diagnose interactively, it poses different concerns when software tests are being run automatically in batch. The common strategy of using a timeout to preemptively kill test runs that execute for too long has limitations, however. When one test case gets stuck in an infinite loop, forcible termination prevents any later test cases from running. Worse, when test results are buffered inside a test execution framework, forcible termination may prevent any information from being produced. Further, overly generous timeouts can delay the availability of results, and when tests are executed on a shared server, one non-terminating program can delay results for many people. This paper describes an alternative strategy that uses a fine-grained timeout on the execution of each individual test case in a test suite, and that adaptively adjusts this timeout dynamically based on the termination behavior of test cases completed so far. By avoiding forcible termination of test runs, this approach allows all test cases an opportunity to run and produce results, even when infinite looping behaviors occur. Such fine-grained timeouts also result in faster completion of entire test runs when non-terminating code is present. Experimental results from applying this strategy to 4,214 student-written programs are discussed, along with experiences from live deployment in the classroom where 8,926 non-termination events were detected over the course of one academic year.

关键词： Automated assessment automated grading software testing programming assignments JUnit infinite loop timeout

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Running Students' Software Tests Against Each Others' Code: New Life for an Old "Gimmick" 12

Running Students' Software Tests Against Each Others' Code: ...

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43rd ACM Technical Symposium on Computer Science Education (SIGCSE 2012)

作者： Edwards, Stephen H. Shams, Zalia Cogswell, Michael Senkbeil, Robert C. Virginia Tech Dept Comp Sci Blacksburg VA 24061 USA

ISBN: (纸本)9781450310987

At SIGCSE 2002, Michael Goldwasser suggested a strategy for adding software testing practices to programming courses by requiring students to turn in tests along with their solutions, and then running every student's tests against every other student's program. This approach provides a much more robust environment for assessing the quality of student-written tests, and also provides more thorough testing of student solutions. Although software testing is included as a regular part of many more programming courses today, the all-pairs model of executing tests is still a rarity. This is because student-written tests, such as JUnit tests written for Java programs, are now more commonly written in the form of program code themselves, and they may depend on virtually any aspect of their author's own solution. These dependencies may keep one student's tests from even compiling against another student's program. This paper discusses the problem and presents a novel solution for Java that uses bytecode rewriting to transform a student's tests into a form that uses reflection to run against any other solution, regardless of any compile-time dependencies that may have been present in the original tests. Results of applying this technique to two assignments, encompassing 147 student programs and 240,158 individual test case runs, shows the feasibility of the approach and provides some insight into the quality of both student tests and student programs. An analysis of these results is presented.

关键词： Test-driven development automated assessment software testing programming assignments test coverage reflection bytecode transformation

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Video Conferencing as a Peephole to MOOC Participants Understanding Struggling Students and Uncovering Content Defects

Video Conferencing as a Peephole to MOOC Participants Unders...

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6th IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)

作者： Teusner, Ralf Wittstruck, Nicholas Staubitz, Thomas Univ Potsdam Hasso Plattner Inst Potsdam Germany

ISBN: (纸本)9781538609002

Distance education gained considerable attention with the rise of Massive Open Online Courses (MOOCs). Given the significant role collaboration plays in practical computer science education on campus, it becomes evident that nowadays online course platforms mostly lack the necessary collaborative capabilities. We present a solution to support collaborative programming through video conferencing for practical exercises employed in MOOC contexts. Two user surveys show that although users value the possibilities, privacy concerns remain. We therefore propose to additionally use video conferencing technology to face another challenge: MOOCs usually are conceptualized and produced to a large extent before the actual course runtime. Reaction on current events within the course is possible but requires insights on students' problems. Course conductors can use the tutoring mode in our WebIDE to understand struggling students and potentially uncover topics that lack additional background material or need additional training exercises.

关键词： MOOCs video conferencing tutoring programming assignments content adaption

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