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53rd IEEE ASEE Frontiers in Education International Conference, FIE 2023

作者： Hickman, Henry Bell, Tim University of Canterbury New Zealand

ISBN: (纸本)9798350336429

Teaching computer programming has become common in high schools, and often students' programming work needs to be assessed formally. In Aotearoa New Zealand this formal assessment happens primarily in the last three years of high school, and is currently carried out manually by teachers. Here we explore the possibility of automating this assessment with the goal of decreasing teacher workload, and increasing fairness and transparency. To do this, we first report on a multi-part survey of teachers in New Zealand schools. The first part of the survey identifies the range of languages that need to be supported. The second part of the survey, in conjunction with a literature review of automated assessment, gives us a range of tools that are designed to automatically assess programming. We evaluate this group of assessment tools based on a wide range of criteria gathered from the survey of schools and the literature review. This includes the programming languages these tools can check, with a priority given to programming languages teachers are already using in the classroom. We also consider their resilience to common programming mistakes (such as infinite while loops), whether the tools can check style and quality, whether they include gamification, whether they use closure to encourage students, what kinds of programming constraints we can put on questions, and if they are open source. Based on this analysis, CodeRunner was the contender that most strongly stood out for our context, and is the tool we will move forward with in implementing automated assessment in a New Zealand high school environment. © 2023 IEEE.

关键词： automated assessment programming assessment

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Validation of a Spanish-language Version of a Computer programming Aptitude Test for First-year University Students

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ACM TRANSACTIONS ON COMPUTING EDUCATION 2023年第2期23卷 1-20页

作者： Vasquez, Francisco Felipe Calderon, Juan Meza, Federico Vasquez, Andrea Univ Tecn Federico Santa Maria Ave Vicuna Mackena 3939 Santiago 8940897 Chile Univ Andres Bello Quillota 980 Vina Del Mar 2531015 Chile Univ Tecn Federico Santa Maria Ave Espana 1680 Valparaiso 2390123 Chile

There is increasing interest in computer science and computing bachelor programs due to the growing importance of technology in the globalized world. Thus, as higher education institutions strive to serve a diverse student demographic, it is salient to gauge their programming abilities to improve guidance on learning processes regarding their initial knowledge state. Despite the availability of certain instruments to measure student programming skills, these are traditionally aimed at younger populations and do not accurately discriminate the different levels of ability among university students. This article introduces a translation into Spanish and validation of an existing English-language aptitude test for computing jobs that can be used to measure the programming abilities of students with no prior experience in the field. Following a cyclic research methodology, two iterations were carried out in this article. First, the aforementioned test was translated and validated via expert judgment and focus groups, in which certain items were removed subsequent to a quantitative analysis. The resultant instrument underwent a second validation using a larger population of students. Analysis conducted after the second iteration showed this instrument to deliver good internal consistency, good difficulty and discrimination indices, and a moderate correlation with the grades of the midterm exam of a programming course undertaken by first year engineering students. This work contributes to both increasing the number of tests available in the Spanish language with which to assess programming abilities, as well as to the broader literature regarding test adaptation, translation and validation.

关键词： programming assessment assessment programming aptitude validation cs1 quantitative research

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ChatGPT as a Learning Aid for an Introductory programming Course 14th

ChatGPT as a Learning Aid for an Introductory Programming Co...

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14th International Conference on Methodologies and Intelligent Systems for Technology Enhanced Learning

作者： Vahlois, Ian Brandon D. Ong, Merry Ann S. Llagas, Bernard Florian T. Dela Cruz, Rovi Gabriel L. Chu, Shirley B. De La Salle Univ Integrated Sch Manila Philippines De La Salle Univ Manila Philippines

ISBN: (纸本)9783031735370;9783031735387

For the past years, technology has greatly improved-being able to perform tasks never envisioned before. Artificial intelligence (AI) provides opportunities in several fields as an assistant that could mimic human interaction. In this context, artificial intelligence offers a novel way to revolutionize educational delivery through various pedagogical methods. As a main aspect of education, practical learning could be enhanced with the intervention of AI tools. ChatGPT is a rising large language model (LLM), showing good potential for educational use, specifically in programming learning. This study aims to determine the capabilities of ChatGPT as a learning aid for secondary programming topics. The study uses qualitative and quantitative analyses of user experience and expert evaluation. The results revealed that ChatGPT performs satisfactorily as a programming learning aid with an overall weighted mean of 3.83 over 5.00 for all evaluation metrics.

关键词： Chatbot AI in programming programming assessment programming Education programming Learning Aid

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From GPT-3 to GPT-4: On the Evolving Efficacy of LLMs to Answer Multiple-Choice Questions for programming Classes in Higher Education 1

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15th International Conference on Computer Supported Education (CSEDU)

作者： Savelka, Jaromir Agarwal, Arav Bogart, Christopher Sakr, Majd Carnegie Mellon Univ Sch Comp Sci Pittsburgh PA 15213 USA

ISBN: (数字)9783031536564

ISBN: (纸本)9783031536557;9783031536564

We explore the evolving efficacy of three generative pre-trained transformer (GPT) models in generating answers for multiple-choice questions (MCQ) from introductory and intermediate Python programming courses in higher education. We focus on the differences in capabilities of the models prior to the release of ChatGPT (Nov '22), at the time of the release, and today (i.e., Aug '23). Recent studies have established that the abilities of the OpenAI's GPT models to handle assessments originally designed for humans keep increasing as the newer more capable models are released. However, the qualitative differences in the capabilities and limitations of these models to reason about and/or analyze programming MCQs have been under-explored. We evaluated three OpenAI's GPT models on formative and summative MCQ assessments from three Python courses (530 questions) focusing on the qualitative differences in the evolving efficacy of the subsequent models. This study provides further evidence and insight into the trajectory of the current developments where there already exists a technology that can be utilized by students to collect passing scores, with no effort whatsoever, on what today counts as viable programming knowledge and skills assessments. This study could be leveraged by educators and institutions to better understand the recent technological developments in order to adapt the design of programming assessments as well as to fuel the necessary discussions into how assessments in future programming classes should be updated.

关键词： Generative pre-trained transformers GPT Large language models LLM Python programming assessment Multiple-choice questions MCQ

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Automated assessment: Does It Align With Teachers' Views? 24

Automated Assessment: Does It Align With Teachers' Views?

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19th WiPSCE Conference on Primary and Secondary Computing Education Research (WiPSCE)

作者： Hickman, Henry Bell, Tim Univ Canterbury Christchurch New Zealand

ISBN: (纸本)9798400710056

In Aotearoa New Zealand, assessment of programming for the national NCEA standards is carried out manually by teachers, many of whom are not experienced programmers. In an attempt to decrease teacher workload, we have adapted Moodle CodeRunner [23] to assess a widely used recently released high school programming standard. This paper explores in detail how we have automated each criterion of the new standard, including dealing with judgement calls for the more subjective criteria. We then report on interviews with experienced programming teachers who were shown example tasks from our system, as well as model answers for each example. We found that teachers were enthusiastic about using automated assessment to assess the standard, and while there wasn't one agreed upon interpretation of the standard, teachers were happy with how the system supported marking. We also found no universal agreement among the level of context desired in programming questions to assess the standard, despite the small sample size. These interviews have given us confidence to both release these examples to teachers across New Zealand, many of whom are struggling with how to teach the standard, and to move forward with the pilot of our automated assessment system.

关键词： computer science education assessment automated assessment programming assessment

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Unraveling novices' code composition difficulties

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COMPUTER SCIENCE EDUCATION 2024年第3期34卷 414-441页

作者： Weeda, Renske Smetsers, Sjaak Barendsen, Erik Radboud Univ Nijmegen Inst Sci Educ POB 9010 NL-6500 GL Nijmegen Netherlands Radboud Univ Nijmegen Inst Comp & Informat Sci Nijmegen Netherlands Open Univ Dept Comp Sci Heerlen Netherlands

Background and ContextMultiple studies report that experienced instructors lack consensus on the difficulty of programming tasks for novices. However, adequately gauging task difficulty is needed for alignment: to select and structure tasks in order to assess what students can and cannot *** aim of this study was to examine perceived and observed difficulties that novice programmers endure during code *** study reports on the in-depth research combining multi-faceted data from observations to students' perceptions via interviews, think aloud, task ranking and task *** interesting findings were observed which would not have been revealed through solution analysis on its own. For example, that nesting two loops is perceived as easier than nesting a selection in a loop and that the abstraction mechanism of an enhanced for loop makes it a particularly challenging concept to initially *** results augment related work, which are primarily based on instructors' perceptions, providing insights into difficulties endured by novice programmers and recommendations for task (de)composition and curricular alignment.

关键词： programming assessment code composition difficulty novice conceptual knowledge strategic knowledge

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Introductory programming Using Non-Textual Modalities - An Empirical Study on Skill assessment Using Rainfall Problem 10

Introductory Programming Using Non-Textual Modalities - An E...

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10th IEEE Global Engineering Education Conference (EDUCON)

作者： Thangavelu, S. Rao, Vibha Shyamala, C. K. Velayutham, C. Shunmuga Coimbatore Amrita Vishwa Vidyapeetham Dept Comp Sci & Engn Amrita Sch Engn Coimbatore Tamil Nadu India

ISBN: (纸本)9781538695067

This paper presents an analysis of programming skills of first semester undergraduate computer science & engineering students using Rainfall programming problem. 345 students, in a 2 hour laboratory session, solved the Rainfall programming problem using either (block-based) Scratch or (flowchart-based) Flowgorithm tool. The success rate, in terms of the number of correctly implemented sub-goals, of the students has been analyzed. The possible influence of factors such as the non-texual modality tool, gender difference, school board from which students had their higher secondary education and prior computing experience in their higher secondary stage has been presented. The possible factors for difficulty towards conceiving and implementing the sub-goals has been indicated based on the observations while evaluating the student programs.

关键词： Rainfall programming problem non-textual programming tools computational thinking programming assessment

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Menagerie: A Dataset of Graded programming Assignments 56

Menagerie: A Dataset of Graded Programming Assignments

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56th Annual SIGCSE Technical Symposium on Computer Science Education, SIGCSE TS 2025

作者： Messer, Marcus Brown, Neil C.C. Kölling, Michael Shi, Miaojing Department of Informatics King's College London London United Kingdom College of Electronic and Information Engineering Tongji University Shanghai China

ISBN: (纸本)9798400705328

We present Menagerie, an open-ended project-scale second-semester CS1 Java assignment dataset that ran over four academic years (18/19-21/22). It comprises 667 submissions, with 273 being subsequently graded post hoc. The assignment was open-ended, with the students being asked to implement a 'predator/prey' simulator and to meet specific criteria, which included adding five species, competing for the same food source and keeping track of the time of day. The submissions were assessed as part of a separate study on the correctness of the solution, how well the code was designed, how readable the code is, and the quality of the documentation. © 2025 Copyright held by the owner/author(s).

关键词： assessment computer science education programming assessment

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Program Slicing Technique in programming assessment

Program Slicing Technique in Programming Assessment

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International Conference on Information Technology and Management Innovation (ICITMI2012)

作者： Tang, Hongjun HangZhou Dianzi Univ Inst Informat Engn Hangzhou Zhejiang Peoples R China

ISBN: (纸本)9783037855744

For the teachers of teaching basic computer programming language, a very large number of student programs should be graded and human graders have great difficulty in judging the correctness and efficiency of programs. A programming assessment method is proposed based on program slicing technique and the method has reduced the complexity in the assessment of large-scale program by decomposing program. The method divides the program into several slices by generating program dependence graph and on those slices we can get the score of the student program by comparing the student program with the template program. The method has successfully improved the grading process and it is also employed for the undergraduate courses.

关键词： program slice program dependence graph programming assessment

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Java programming assessment Tool for Assignment Module in Moodle E-learning System

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Procedia - Social and Behavioral Sciences 2012年 56卷 767-773页

作者： Norazah Yusof Nur Ariffin Mohd Zin Noor Shyahira Adnan Faculty of Computer Science and Information Systems Universiti Teknologi Malaysia UTM Skudai 81310 Johor Malaysia Faculty of Computer Science and Information Technology Universiti Tun Hussein Onn Malaysia 86400 Parit Raja Johor Malaysia

This paper proposes an intermediate system called JAssess which is developed to provide a handy way to manage submission of students’ Java programming exercises from MoodleTM, as well as grading them semi-automatically. Details about the proposed system and the algorithm that lay behind it is explain. It presents the major methods used while evaluating the Java programming assignment and how to overcome the different environment used in JAssess and MoodleTM. A few test samples are included. Results show that the proposed model is able to display the suggested mark along with the output for every successful compilation, and will display the error along with the suggested mark for every failed compilation. Some limitations of the system and suggestions for future works section was conclude in this paper.

关键词： programming assessment MoodleTM web-based Java programming language JAssess

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