Coping with plagiarism and grading load: Randomized programming assignments and reflective grading

Spinellis, Diomidis; Zaharias, Panagiotis; Vrechopoulos, Adam P.

doi:10.1002/cae.20096

Cited by 12 publications

(16 citation statements)

References 19 publications

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“…They find out that a blend of the two styles is best for students and can reduce plagiarism. Spinellis et al (2007) agree with the blended approach in dealing with plagiarism. They do not only evaluate students' work in terms of originality, but also understanding, learning, fairness, difficulty, fun and interest as a result of collaboration with other students.…”

Section: Related Worksupporting

confidence: 77%

“…Not only depending on the surveillance system, it is important for instructor to keep varying the course to keep it from getting stale. Such changes might involve instructor's approach in presenting material and collaborating with other students (Spinellis et al, 2007;Stewart-Gardiner et al, 2001). The new and innovative method in marking students' assignment would probably change and improve student's learning style and behavior to spend enough time to develop the program.…”

Section: Discussionmentioning

confidence: 99%

“…Researchers (Joy and Luck, 1999;Daly and Horgan, 2005;Spinellis et al, 2007) have identified plagiarism issues in many perspectives. Unacknowledged copying of documents or programs is considered as an act of plagiarism.…”

Section: Related Workmentioning

confidence: 99%

See 2 more Smart Citations

Activity Surveillance and Hawthorne Effect to Prevent Programming Plagiarism

Judi

Salleh

Hussin

et al. 2010

Journal of Computer Science

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Problem statement: Course instructors are facing serious problems in dealing with students who plagiarize programs especially when the number of students in the course is high. Among the proposed approach to handle this problem is by using automatic detection of plagiarism in programming projects. Preventive action is required rather than curing the problem so that programming students get the right message from the beginning. Approach: To address this problem, a surveillance system was proposed to record every programming activity. It is developed in an integrated development environment so that programming activity profile in Java format is created when students are developing their Java program. A non-intrusive and non-experimental setting approach was applied in which hidden data collection is conducted to observe students' behavior in natural programming setting. Experimental study effect i.e., Hawthorne effect and effect of expectation on subject behavior was exploited as prevention on plagiarism. Surveillance system produces two file types: Activity log to keep programming activity log information and Backup file to save the program writing record. Results: The proposed programming activity surveillance system, DwiCoder presented a programming activity report at the end of each programming session. Students can assess their own progress in developing a program in these three activities: Compilation, execution and modification. The report was presented in a simple and meaningful way to encourage student spend their own time in programming activity. Conclusion: By using DwiCoder, student's programming activity is continuously monitored and their behavior is under control. This system provides an effective prevention method in tackling plagiarism.

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Section: Related Worksupporting

confidence: 77%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Activity Surveillance and Hawthorne Effect to Prevent Programming Plagiarism

Judi

Salleh

Hussin

et al. 2010

Journal of Computer Science

View full text Add to dashboard Cite

show abstract

“…Additionally, tests can be given more often than usual (the customary midterm exam may be replaced by weekly exams), since the effort required by the instructor is minimal. Both the above achievements are recommended practices against examination-time cheating and in favour of promoting learning [21], [22]. It has additionally been observed that the web interface makes the idea of frequent exams, more agreeable than usual for students.…”

Section: Contribution To the Virtual Classroommentioning

confidence: 99%

“…It is important to consider the opinions of users in evaluating any e-Learning system [22], [23]. The authors of ref.…”

Section: Student Opinionsmentioning

confidence: 99%

Advancing Electronic Assessment

Doukas

Andreatos

2007

INT J COMPUT COMMUN

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A computer-aided assessment system is presented that has been designed to produce and deliver tests to the Hellenic Air Force Academy students and assess their performance. The system is called e-Xaminer and is intended for use in both undergraduate courses and distance learning post-graduate programs of the Academy. The e-Xaminer uses meta-language concepts to automatically generate tests, based on parametrically designed questions. Tests intended for different students may entail differences in the arithmetic parameters. Additionally, different tests may be composed from different but equivalent and randomly chosen sub-questions. The system may also present each student with a scrambled sequence of the same questions, as a counter-measure against cheating. Examinations are delivered via a webbased interface; an automatically generated program marks the answers submitted by each student. e-Xaminer allows the implementation of question parameterisation and counter cheating measures, so that electronic tests become significantly different and more powerful than traditional ones. Sample problems are presented which show the additional features of the e-Xaminer, intended to facilitate the work of the course organiser in issuing and marking the tests, as well as in combating cheating. This paper focuses on some new, advanced types of questions enabled by electronic assessment; it then compares paper-and-pencil exams to electronic exams; results from a small student poll on the electronic exams are also presented. Finally, the directions for planned future work are outlined.

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PlanetLab@UOC: A real lab over the Internet to experiment with distributed systems

Marquès

Lázaro

Juan

et al. 2013

Comp Applic In Engineering

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This paper presents an innovative academic experience regarding the use of PlanetLab-an open large-scale platform over the Internet-in engineering courses on distributed systems. By integrating a live-deployment environment such as PlanetLab into distributed-systems courses, software implementations developed by students can interact with instructors' implementations in a real Internet-distributed scenario. To the best of our knowledge, this is the first experience regarding the use of the PlanetLab nodes available over Internet to teach distributed computing concepts to engineering students, since most of the existing literature on distributed-systems courses describes only learning experiences in lab-simulated or lab-emulated scenarios. As discussed in this paper, experimenting with a real laboratory over the Internet adds some complexity to students' practical activities, but it also facilitates a deeper and more intensive learning experience. A survey among students shows some clear benefits of this approach over the use of simulation labs, as well as some pitfalls that must be avoided whenever possible. The paper ends with a set of recommendations for instructors that might want to design similar courses as well as with an overview of future work to be performed in this field.

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Coping with plagiarism and grading load: Randomized programming assignments and reflective grading

Cited by 12 publications

References 19 publications

Activity Surveillance and Hawthorne Effect to Prevent Programming Plagiarism

Activity Surveillance and Hawthorne Effect to Prevent Programming Plagiarism

Advancing Electronic Assessment

PlanetLab@UOC: A real lab over the Internet to experiment with distributed systems

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