Automated grading assistance for student programs

Kay, David G.; Scott, Terry; Isaacson, Peter C.; Reek, Kenneth A.

doi:10.1145/191033.191184

Cited by 13 publications

(14 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The advantages of automated assessment for programming tasks are the same as for any computer-based assessment scheme: objective assessment, removal of halo effects, and reduction in manual, error-prone, marking burden [11]. Kay et al [13] further identify the benefits of automated marking in efficiently assessing multiple execution paths in computer programs.…”

Section: Existing Workmentioning

confidence: 99%

Increasing the effectiveness of automated assessment by increasing marking granularity and feedback units

Falkner

Vivian

Piper

et al. 2014

Proceedings of the 45th ACM Technical Symposium on Computer Science Education

View full text Add to dashboard Cite

Computer-based assessment is a useful tool for handling large-scale classes and is extensively used in the automated assessment of student programming assignments in Computer Science. The forms that this assessment takes, however, can vary widely from simple acknowledgement to a detailed analysis of output, structure and code. This study focusses on output analysis of submitted student assignment code and the degree to which changes in automated feedback influence student marks and persistence in submission. Data was collected over a four year period, over 22 courses but we focus on one course for this paper. Assignments were grouped by the number of different units of automated feedback that were delivered per assignment to investigate if students changed their submission behaviour or performance as the possible set of marks, that a student could achieve, changed. We discovered that pre-deadline results improved as the number of feedback units increase and that post-deadline activity was also improved as more feedback units were available.

show abstract

Section: Existing Workmentioning

confidence: 99%

Increasing the effectiveness of automated assessment by increasing marking granularity and feedback units

Falkner

Vivian

Piper

et al. 2014

Proceedings of the 45th ACM Technical Symposium on Computer Science Education

View full text Add to dashboard Cite

show abstract

“…• Instructors can provide automated testers: giving feedback to students during program development [2,12,17].…”

Section: Previous Workmentioning

confidence: 99%

A gimmick to integrate software testing throughout the curriculum

Goldwasser

2002

Proceedings of the 33rd SIGCSE Technical Symposium on Computer Science Education

View full text Add to dashboard Cite

We discuss our experiences in which students of a programming course were asked to submit b o t h an implementation as well as a test set. A portion of a student's grade was then devoted both to the validity of a student's program on others' test sets: as well as how that student's test set performed in uncovering flaws in others' programs. The advantages are many: as this introduces ]mplicit principles of software testing together with a bit of fun competition. The major complication is that such an all-pairs execution of tests grows quadratically with the number of participants, necessitating a fully a u t o m a t e d scoring system.

show abstract

“…• Instructors can provide automated testers: giving feedback to students during program development [2,12,17].…”

Section: Previous Workmentioning

confidence: 99%