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检索条件"主题词=programming assignments"

共 58 条记录，以下是11-20 订阅

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Improving Classroom Discussions of programming assignments via Language Choice 8

Improving Classroom Discussions of Programming Assignments v...

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IEEE 8th International Conference on Technology for Education (T4E)

作者： Aparanji, Ullas Kumar, Viraj Indian Inst Sci Dept Comp Sci & Automat Bangalore Karnataka India PES Univ Dept Comp Sci & Engn Bangalore Karnataka India

ISBN: (纸本)9781509061150

The primary aim of programming assignments is to provide learners with hands-on experience in creating correct, elegant and efficient solutions to realistic problems. Even for a course whose objective is not to teach a particular language, instructors often specify the language in which learners should code. Instructor-supplied feedback on such assignments may include individualized feedback and model solutions, but it rarely takes the form of an in-class discussion of the varied approaches selected by learners. In this paper, we argue that such discussions provide important opportunities for learning that can cut across course boundaries. Therefore, we suggest that a secondary aim of programming assignments should be to promote such in-class discussions. We also demonstrate how we were successfully able to promote meaningful discussions in a course that rarely has programming assignments (Theory of Computation) by permitting learners to select the language of their choice. Lastly, we identify a need for assessment tools that can automatically identify solutions that are worthy of in-class discussions.

关键词： programming assignments automated assessment theory of computation

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Semi-automated Tool for Providing Effective Feedback on programming assignments

Semi-automated Tool for Providing Effective Feedback on Prog...

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24th International Conference on Computers in Education (ICCE) - Think Global Act Local

作者： Beh, Min Yan Gottipati, Swapna Lo, David Shankararaman, Venky Singapore Management Univ Sch Informat Syst Singapore Singapore

ISBN: (纸本)9789868473577

Human grading of introductory programming assignments is tedious and error-prone, hence researchers have attempted to develop tools that support automatic assessment of programming code. However, most such efforts often focus only on scoring solutions, rather than assessing whether students correctly understand the problems. To aid the students improve programming skills, effective feedback on programming assignments plays an important role. Individual feedback generation is tedious and painstaking process. We present a tool that not only automatically generates the static and dynamic program analysis outcomes, but also clusters similar code submissions to provide scalable and effective feedback to the students. We studied our tool on data from introductory Java programming assignments of year 1 course in School of Information Systems. In this paper, we share the details of our tool and findings of our experiments on 261 code submissions.

关键词： Automated grading effective feedback programming assignments clustering

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You Really Need Help: Exploring Expert Reasons for Intervention During Block-based programming assignments 2021

You Really Need Help: Exploring Expert Reasons for Intervent...

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17th Annual ACM Conference on International Computing Education Research (ICER)

作者： Dong, Yihuan Shabrina, Preya Marwan, Samiha Barnes, Tiffany North Carolina State Univ Raleigh NC 27695 USA

ISBN: (纸本)9781450383264

In recent years, research has increasingly focused on developing intelligent tutoring systems that provide data-driven support for students in need of assistance during programming assignments. One goal of such intelligent tutors is to provide students with quality interventions comparable to those human tutors would give. While most studies focused on generating different forms of on-demand support, such as next-step hints and worked examples, at any given moment during the programming assignment, there is a lack of research on why human tutors would provide different forms of proactive interventions to students in different situations. This information is critical to know to allow the intelligent programming environments to select the appropriate type of student support at the right moment. In this work, we studied human tutors' reasons for providing interventions during two introductory programming assignments in a block-based environment. Three human tutors evaluated a sample of 86 struggling moments identified from students' log data using a data-driven model. The human tutors specified whether and why an intervention was needed (or not) for each struggling moment. We analyzed the expert tags and their consensus discussions and extracted three main reasons that made the experts decide to intervene: "missing key components to make progress", "using wrong or unnecessary blocks", "misusing needed blocks", "having critical logic errors", "needing confirmation and next steps", and "unclear student intention". We use six case studies to illustrate specific student code trace examples and the tutors' reasons for intervention. We also discuss the potential types of automatic interventions that could address these cases. Our work sheds light on when and why students might need programming interventions. These insights contribute towards improving the quality of automated, data-driven support in programming learning environments.

关键词： novice programming proactive intervention block-based environments programming assignments expert intervention

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Quantifying Activity and Collaboration Levels in programming assignments 19

Quantifying Activity and Collaboration Levels in Programming...

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ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE)

作者： Power, James F. Waldron, John Maynooth Univ Dept Comp Sci Maynooth Kildare Ireland Trinity Coll Dublin Sch Comp Sci & Stat Dublin Ireland

ISBN: (纸本)9781450363013

This paper presents an experience report from a third-year undergraduate compiler design course that is taught as part of a four year computer science degree. We analyse data from a study of practical assignments, evaluated in the context of take-home formative assignments and a supervised summative examination. We implement metrics to quantify the degrees of similarity between submissions for programming assignments, as well as measuring the level of activity. We present the results of our study, and discuss the utility of these metrics for our teaching practice.

关键词： programming assignments program similarity Jaccard index

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Integration of Software Testing to programming assignments: An Experimental Study 49

Integration of Software Testing to Programming Assignments: ...

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49th IEEE Frontiers in Education Conference (FIE)

作者： Avellar, Gustavo M. N. da Silva, Rogerio F. Scalalon, Lilian P. Andrade, Stevao A. Delamaro, Marcio E. Barbosa, Ellen F. Univ Sao Paulo Inst Math & Comp Sci ICMC Sao Carlos SP Brazil

ISBN: (纸本)9781728117461

This Research Full Paper reinforces that Software Testing can be a helpful practice to students while working on programming assignments. Considering Software Testing as a process, the testing activity is composed by a sequence of steps. When students write and submit their own test cases, they are responsible for the test design, automation, execution, and evaluation. Otherwise, instructors can provide ready-made test suites, needing only to execute it and evaluate it. In this scenario, we conducted an experimental study to investigate how the programming performance of students from the Computer Science area is affected when Software Testing is integrated with progranuning. We proposed three different approaches: (i) ad hoc programming;(ii) programming and testing by writing the test suite;and (iii) programming and testing with a readymade test suite. We assessed students' programs in terms of correctness, measured by the pass rate of the reference test suite. Results indicate that students had a lower performance with ad hoc programming in comparison with both approaches involving Software Testing. On the other hand, using ready-made test cases raised better results than when students had to write their own lest cases. We also assessed students' attitudes towards testing by means of a survey.

关键词： Software testing programming assignments Ad hoc testing Student-written tests Instructor-provided tests

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Using Hypersafety Verification for Proving Correctness of programming assignments 42

Using Hypersafety Verification for Proving Correctness of Pr...

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42nd IEEE/ACM International Conference on Software Engineering: New Ideas and Emerging Results (ICSE-NIER)

作者： Anil, Jude K. Prabhu, S. Sumanth Madhukar, Kumar Venkatesh, R. TCS Res Pune Maharashtra India

ISBN: (纸本)9781450371261

We look at the problem of deciding correctness of a programming assignment submitted by a student, with respect to a reference implementation provided by the teacher, the correctness property being output equivalence of the two programs. Typically, programming assignments are evaluated against a set of test-inputs. This checks for output equivalence, but is limited to the cases that have been tested for. One may compose the programs sequentially and assert at the end that the outputs must match. But verifying such programs is not easy;the proofs often require that the functionality of every component program be captured fully, making invariant inference a challenge. One may discover mismatches (i.e., bugs) using a bounded model checker, but their absence brings us back to the question of verification. In this paper, we show how a hypersafety verification technique can effectively be used for verifying correctness of programming assignments. This connects two seemingly unrelated problems, and opens up the possibility of employing tools and techniques being developed for the former to efficiently address the latter. We demonstrate the practicability of this approach by using a hypersafety verification tool named weaver and several sample assignment problems.

关键词： programming assignments Verification Hypersafety

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A Systematic Literature Review of Assessment Tools For programming assignments 29

A Systematic Literature Review of Assessment Tools For Progr...

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29th IEEE Conference on Software Engineering Education and Training (CSEE&T)

作者： Souza, Draylson M. Felizardo, Katia R. Barbosa, Ellen F. Univ Sao Paulo Sao Carlos SP Brazil Univ Tecnol Fed Parana Cornelio Procopio Parana Brazil

ISBN: (纸本)9781509007653

The benefits of using assessment tools for programming assignments have been widely discussed in computing education. However, as both researchers and instructors are unaware of the characteristics of existing tools, they are either not used or are reimplemented. This paper presents the results of a study conducted to collect and evaluate evidence about tools that assist in the assessment of programming assignments. To achieve our goal, we performed a systematic literature review since it provides an objective procedure for identifying the quantity of existing research related to a research question. The results identified subjects in the development of new assessment tools that researchers could better investigate and characteristics of assessment tools that could help instructors make selections for their programming courses.

关键词： Assessment tools programming assignments Mapping study

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Exploring the Benefits and Barriers of Using Computational Notebooks for Collaborative programming assignments 20

Exploring the Benefits and Barriers of Using Computational N...

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51st ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Borowski, Marcel Zagermann, Johannes Klokmose, Clemens N. Reiterer, Harald Radle, Roman Aarhus Univ Aarhus Denmark Univ Konstanz Constance Germany

ISBN: (纸本)9781450367936

programming assignments in computer science courses are often processed in pairs or groups of students. While working together, students face several shortcomings in today's software: The lack of real-time collaboration capabilities, the setup time of the development environment, and the use of different devices or operating systems can hamper students when working together on assignments. Text processing platforms like Google Docs solve these problems for the writing process of prose text, and computational notebooks like Google Colaboratory for data analysis tasks. However, none of these platforms allows users to implement interactive applications. We deployed a web-based literate programming system for three months during an introductory course on application development to explore how collaborative programming practices unfold and how the structure of computational notebooks affect the development. During the course, pairs of students solved weekly programming assignments. We analyzed data from weekly questionnaires, three focus groups with students and teaching assistants, and keystroke-level log data to facilitate the understanding of the subtleties of collaborative programming with computational notebooks. Findings reveal that there are distinct collaboration patterns;the preferred collaboration pattern varied between pairs and even varied within pairs over the course of three months. Recognizing these distinct collaboration patterns can help to design future computational notebooks for collaborative programming assignments.

关键词： computational notebooks collaborative programming application development programming assignments

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Identifying an original copy of the source codes in programming assignments 16

Identifying an original copy of the source codes in programm...

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16th International Joint Conference on Computer Science and Software Engineering (JCSSE) - Knowledge Evolution Towards Singularity of Man-Machine Intelligence

作者： Saoban, Chawalit Rimcharoen, Sunisa Burapha Univ Fac Informat Chon Buri 20131 Thailand

ISBN: (纸本)9781728107196

Source-code plagiarism in programming assignments is a serious issue. It can lead to bad consequences of students in personal and professional life. Students who copy someone else's source-code did not learn anything. This improper behavior is unacceptable. It would be useful if teachers know who the owner of the original copy and someone is a copier. They may employ strategies to prevent the plagiarism and give advice to students who did wrong. This paper, therefore, proposes the methodology to identify the original copy of the source codes among the plagiarized programs. The data are collected from an introduction to programming course and some data are generated to test the algorithms. We use six classification techniques to classify the suspect programs i.e. Decision Tree, REP Tree, Random Forest, Neural Network, K-nearest Neighbor, and Naive Bayes. The experimental results show that the decision tree algorithm performs best. It yields the accuracy of 82.61% in testing.

关键词： plagiarism programming assignments source code classification

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Towards the role of test design in programming assignments 30

Towards the role of test design in programming assignments

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30th IEEE Conference on Software Engineering Education and Training (CSEE&T)

作者： Scatalon, Lilian P. Prates, Jorge M. de Souza, Draylson M. Barbosa, Ellen F. Garcia, Rogerio E. Univ Sao Paulo ICMC Sao Carlos SP Brazil Sao Paulo State Univ FCT UNESP Presidente Prudente SP Brazil Mato Grosso Do Sul State Univ UEMS Nova Andradina MS Brazil

ISBN: (纸本)9781538625361

Software testing can be very helpful to students if adopted in programming assignments throughout the Computer Science curriculum. Many testing practices involve students writing their own test cases. This approach implies that students are responsible for the test design task while performing the test activity. On the other hand, some testing practices follow the opposite approach of providing ready-made test cases, so students only need to execute and evaluate test results for their solution code. In this paper, we investigated the effect of test design in student programming performance. We conducted an experiment comparing two different testing approaches during programming assignments: student-written and instructor-provided test cases. We also assessed students' perceptions of this subject by means of a survey. Results suggest that when students are responsible for test design, i.e. when they write their own test cases, they perform better in programming assignments.

关键词： Software Testing Test Design Student-written Tests Instructor-provided Tests programming assignments

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