Automating Assessment of Exercises as Means to Decrease MOOC Teachers’ Efforts

Fatto, Vincenzo Del; Dodero, Gabriella; Gruber, Benjamin; Helmer, Sven; Raimato, Guerriero

doi:10.1007/978-3-319-61322-2_20

Cited by 5 publications

(4 citation statements)

References 13 publications

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“…The most appealing benefit seems to be the possibility of saving time. This comes as no surprise as it has been reported that assessment is one of the most often mentioned tasks that lecturers find burdensome (Pieterse & Sonnekus, 2003). Del Fatto et al (2017 report how they effectively saved time when using a system that can automatically identify correct code, reducing manual assessment to involve only code containing errors.…”

Section: Automatic Assessmentmentioning

confidence: 80%

“…Many benefits of applying automatic assessment of programming assignments have been reported. Automatic assessment is more likely to be consistent and objective (Arifi, Abdellah, Zahi, & Benabbou, 2015;Staubitz, Klement, Teusner, Renz, & Meinel, 2016), enables rapid feedback (Arifi et al, 2015;Liu et al, 2016;Nordquist, 2007;Poon et al, 2018), and allows for students to submit multiple improved versions of the programs they have written (Del Fatto et al, 2017;English & English, 2015;Malmi, Korhonen, & Saikkonen, 2002;Pettit, Homer, Gee, Mengel, & Starbuck, 2015;Staubitz et al, 2016). Automatic assessment can play a motivational role in engaging students in the educational process (Šťastná, Juhár, Biňas, & Tomášek, 2015;Staubitz et al, 2016).…”

Section: Automatic Assessmentmentioning

confidence: 99%

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Investigating the Feasibility of Automatic Assessment of Programming Tasks

Liebenberg

Pieterse

2018

JITE:IIP

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Aim/Purpose: The aims of this study were to investigate the feasibility of automatic assessment of programming tasks and to compare manual assessment with automatic assessment in terms of the effect of the different assessment methods on the marks of the students. Background: Manual assessment of programs written by students can be tedious. The assistance of automatic assessment methods might possibly assist in reducing the assessment burden, but there may be drawbacks diminishing the benefits of applying automatic assessment. The paper reports on the experience of a lecturer trying to introduce automated grading. Students’ solutions to a practical Java programming test were assessed both manually and automatically and the lecturer tied the experience to the unified theory of acceptance and use of technology (UTAUT). Methodology: The participants were 226 first-year students registered for a Java programming course. Of the tests the participants submitted, 214 were assessed both manually and automatically. Various statistical methods were used to compare the manual assessment of student’s solutions with the automatic assessment of the same solutions. A detailed investigation of reasons for differences was also carried out. A further data collection method was the lecturer’s reflection on the feasibility of automatic assessment of programming tasks based on the UTAUT. Contribution: This study enhances the knowledge regarding benefits and drawbacks of automatic assessment of students’ programming tasks. The research contributes to the UTAUT by applying it in a context where it has hardly been used. Furthermore, the study is a confirmation of previous work stating that automatic assessment may be less reliable for students with lower marks, but more trustworthy for the high achieving students. Findings: An automatic assessment tool verifying functional correctness might be feasible for assessment of programs written during practical lab sessions but could be less useful for practical tests and exams where functional, conceptual and structural correctness should be evaluated. In addition, the researchers found that automatic assessment seemed to be more suitable for assessing high achieving students. Recommendations for Practitioners: This paper makes it clear that lecturers should know what assessment goals they want to achieve. The appropriate method of assessment should be chosen wisely. In addition, practitioners should be aware of the drawbacks of automatic assessment before choosing it. Recommendation for Researchers: This work serves as an example of how researchers can apply the UTAUT theory when conducting qualitative research in different contexts. Impact on Society: The study would be of interest to lecturers considering automated assessment. The two assessments used in the study are typical of the way grading takes place in practice and may help lecturers understand what could happen if they switch from manual to automatic assessment. Future Research: Investigate the feasibility of automatic assessment of students’ programming tasks in a practical lab environment while accounting for structural, functional and conceptual assessment goals.

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Section: Automatic Assessmentmentioning

confidence: 80%

Section: Automatic Assessmentmentioning

confidence: 99%

Investigating the Feasibility of Automatic Assessment of Programming Tasks

Liebenberg

Pieterse

2018

JITE:IIP

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show abstract

“…Many benefits of applying automatic assessment of programming assignments have been reported. Automatic assessment is bound to be consistent and objective (Arifi, Abdellah, Zahi, & Benabbou, 2015;Staubitz, Klement, Teusner, Renz, & Meinel, 2016), enables rapid feedback (Arifi et al, 2015;Liu et al, 2016;Ullah et al, 2018), and allows students to submit multiple improved versions of the programs they have written (Del Fatto et al, 2017;Staubitz et al, 2016). It can play a motivational role to engage students in the educational process (Šťastná, Juhár, Biňas, & Tomášek, 2015;Staubitz, Klement, Renz, Teusner, & Meinel, 2015).…”

Section: Related Work Automatic Assessmentmentioning

confidence: 99%

The Paris Conference on Education 2023: Official Conference Proceedings

2023

PCE Official Conference Proceedings

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Education in the post-pandemic era is presented with prospects to reconfigure the mode of teaching and learning with the affordances of technology. Despite the prominence of classroom talk and its associations with students' thinking, little is known about such effects when talk is conducted in a purely asynchronous online context among students and teachers who learn English as L2. The current study explored how Hong Kong ESL learners talk and think together using a micro-blogging tool, Padlet. Twenty-five students from a HK secondary school were recruited to post their individual views on news articles before engaging in open-floor discussions about their opinions. They were then asked to write a short self-evaluation on their discussion process and evaluate their talk. The Scheme for Educational Dialogue Analysis was adopted for coding written contributions while thematic coding was adopted for oral transcriptions for analysis. Results showed that the online talk had short turn-taking and was dominated by reasoning and questioning. However, this type of online talk exposed students to a wider range of views and future learning opportunities. It also promoted the depth and breadth of their thinking and triggered internalisation of co-constructed ideas for individual production with a heightened sense of self-evaluative awareness. Based on these salient findings, the significance of learning via online talk is identified. It is also recommended that self-evaluation should be integrated in the learning process to facilitate students' interthinking.

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“…An Automated Grading Tool (AGT) is instructional software that provides students with instant feedback to submitted programming assignments. AGTs are beneficial to instructors because they can significantly reduce grading time 2 . Since AGTs have become so integral for introductory programming classes, it is important to find ways to maximize student learning and perception of their learning experience when using AGTs.…”

Section: Introductionmentioning

confidence: 99%

Writing Effective Autograded Exercises Using Bloom's Taxonomy

Battestilli¹,

Korkes²

2020 ASEE Virtual Annual Conference Content Access Proceedings

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Prior to joining North Carolina State University in 2012, Dr. Battestilli was a network research engineer at the Next Generation Computing Systems at IBM Research. She worked on the PowerEN Technology, a blur between general purpose and networking processors and hardware accelerators. She identified and studied workloads at the edge of the network that required high-throughput and fast deep-packet processing. Since 2012, her research has been focused on Computer Science Education, especially in the area of peer collaboration, scaling techniques for large courses, auto-graders and learning analytics. She is also working on software that can be used for teaching and learning. She is investigating techniques and best practices on broadening participation in Computer Science. Women and minorities need to be more involved in tech innovation as companies and teams perform better when there is diversity. She is also interested in Cloud Networking, Internet Of Things, Software Defined Networks and the design and performance evaluation of networking architectures and protocols, which are areas she worked in while in industry.

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Automating Assessment of Exercises as Means to Decrease MOOC Teachers’ Efforts

Cited by 5 publications

References 13 publications

Investigating the Feasibility of Automatic Assessment of Programming Tasks

Investigating the Feasibility of Automatic Assessment of Programming Tasks

The Paris Conference on Education 2023: Official Conference Proceedings

Writing Effective Autograded Exercises Using Bloom's Taxonomy

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