Assessing the assessment of programming ability

Daly, Charles A.; Waldron, John

doi:10.1145/1028174.971375

Cited by 71 publications

(23 citation statements)

References 7 publications

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“…Assessing methods used in programming education is scoring student source codes and give students feedbacks of the wrong points in the source codes [1][2][3][4]. By these methods, a student may not be able to correct her wrong points since the errors may come from her understanding gaps.…”

Section: Failure Of Present Assessing Methodsmentioning

confidence: 99%

Graining and filling understanding gaps for novice programmers

Phuong

Yokota

Harada

et al. 2010

2010 International Conference on Education and Management Technology

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Present programming education methods bring about many big gaps in understanding of many novice programmers. Novices suffering from big gaps in understanding would lose confidence to continue to learn programming. We introduce a method named AtoP to grain the big gaps into small gaps so that a novice can overcome the gaps. The method aims to associate programming with knowledge in many areas through interactive supervision and self-efficacy promotion.

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Section: Failure Of Present Assessing Methodsmentioning

confidence: 99%

Graining and filling understanding gaps for novice programmers

Phuong

Yokota

Harada

et al. 2010

2010 International Conference on Education and Management Technology

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“…Some studies also call for developments and improvements in present assessment methods. [11] A closely related work is described in [12] which attempts to predict programmer performance using complexity metrics. Another serious impediment with quantifying programmer performance is that it's now been established that psychological factors such as mood and stress impact programmer performance.…”

Section: Background and Related Workmentioning

confidence: 99%

Software programmer management: a machine learning and human computer interaction framework for optimal task assignment

Joseph¹

2014

Proceedings of the 22nd ACM SIGSOFT International Symposium on Foundations of Software Engineering

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This paper attempts optimal task assignment at the enterpriselevel by assigning complexity metrics to the programming tasks and predicting task completion times for each of these tasks based on a machine learning framework that factors in programmer attributes. The framework also considers real-time programmer state by using a simple EEG device to detect programmer mood. A final task assignment is made using a PDTS solver.

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“…After this, another 20% were tagged independently, and then, to confirm agreement, a kappa statistic of .865 was computed on the tags. 1 With consistency of the bug identification procedure confirmed, the remaining protocols were tagged independently. groups.…”

Section: Training and Agreementmentioning

confidence: 99%

“…To do so for programming, one approach is to use a charette, which requires that a student solve a programming problem in a lab environment and under a time limit [1,8]. Because no assistance is available (it is typically given as a test), there is no chance for outside influence.…”

Section: Introductionmentioning

confidence: 99%

Intention-based scoring

Lane

VanLehn

2005

Proceedings of the 36th SIGCSE Technical Symposium on Computer Science Education

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Traditional methods of evaluating student programs are not always appropriate for assessment of different instructional interventions. They tend to focus on the final product rather than on the process that led to it. This paper presents intention-based scoring (IBS), an approach to measuring programming ability that requires inspection of intermediate programs produced over the course of an implementation rather than just the one at the end. The intent is to assess a student's ability to produce algorithmically correct code on the first attempt at achieving each program goal. In other words, the goal is to answer question "How close was the student to being initially correct?" rather than the the ability to ultimately produce a working program. To produce an IBS, it is necessary to inspect a student's online protocol, which is defined as the collection of all programs submitted to a compiler. IBS involves a three-phase process of (1) identification of the subset of all programs in a protocol that represent the initial attempts at achieving programming goals, (2) analysis of the bugs in those programs, and (3) rubric-based scoring of the resulting tagged programs. We conclude with an example application of IBS in the evaluation of a tutoring system for beginning programmers and also show how an IBS can be broken down by the underlying bug categories to reveal more subtle differences.

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Assessing the assessment of programming ability

Cited by 71 publications

References 7 publications

Graining and filling understanding gaps for novice programmers

Graining and filling understanding gaps for novice programmers

Software programmer management: a machine learning and human computer interaction framework for optimal task assignment

Intention-based scoring

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