The design of an online environment to support pedagogical code reviews

Hundhausen, Christopher D.; Agrawal, Anukrati; Ryan, K.

doi:10.1145/1734263.1734324

Cited by 23 publications

(15 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Long-term research into studio-based interactive learning has led to the development of the Online Studio-Based Leaning Environment (OSBLE) introduced in 2010 by Hundhausen, et al [14]. The study proved that PAS improve students' involvement and the efficiency of the PA process.…”

Section: Computer Supported Peer Assessment: Challenges and Solutionsmentioning

confidence: 99%

“…The second group is interdisciplinary and unites specialists who are engaged to educational software development (e.g., business analysts, programmers, designers). The specific interests of this group in the context of peer assessment are analysis of educational business processes and their optimization, software requirements specification (SRS) design and other questions of the development of PASs [14][15][16].…”

mentioning

confidence: 99%

See 1 more Smart Citation

On business processes of computer-supported collaborative learning: A case of peer assessment system development

2016

View full text Add to dashboard Cite

Nowadays peer assessment is recognized as a crucial part of a wide range of active learning routines. Nevertheless, practitioners and educators speak of the complexity and high resource consumption for the implementation of this type of assessment. Undoubtedly, convenient software that supports peer assessment processes may substantially raise productivity of its participants.A review of educational literature and free software shows there are several bottlenecks in the business processes of peer assessment and key user roles. First, most of the programs examined are web-based and expand a set of tools for teachers and learners by extra interfaces. Moreover, this logically creates a new branch in the learning business process. Second, there is probably no peer assessment system which allows users to attach something other than the text to be reviewed. There is a gap in the market of free peer assessment software. This paper off ers a peer assessment system specifi cation that attempts to eliminate these disadvantages in order to improve user experience and thus increase the use of information technologies in peer assessment. The specifi cation is based on a thorough description of the peer assessment process involving complex artifacts and double-blinded peer review. Software called PASCA (peer assessment system for complex artifacts) is introduced to illustrate the specifi cation achieved. PASCA uses habitual e-mail services and does not aff ect other business processes. It supports standard features like blinding and randomization, and it provides a set of original features. They contain evaluation of arbitrary artifacts, creation of complex peer review forms with their validation and scoring, and easy analysis of data from peer assessment sessions.

show abstract

Section: Computer Supported Peer Assessment: Challenges and Solutionsmentioning

confidence: 99%

mentioning

confidence: 99%

On business processes of computer-supported collaborative learning: A case of peer assessment system development

2016

View full text Add to dashboard Cite

show abstract

“…MarkUs's inability to view diffs limits its utility for reviewing any programming projects involving large common code bases, such as OS kernel programming projects. OSBLE [6] is another Web-based code review tool that does not support reviewing code changes to a common code base and lacks GradeBoard's ability to easily switch back and forth among different views of a code submission. These pedagogical code review systems have to be separately maintained by a limited community of volunteer open-source developers or students, resulting in maintenance overhead and limited functionality.…”

Section: Related Workmentioning

confidence: 99%

Teaching operating systems using code review

Dall

Nieh

2014

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

View full text Add to dashboard Cite

Learning about operating systems often involves modifying a large and complex code base. Grading student projects can be difficult and time consuming, yet students often do not learn from their programming errors and struggle to understand core operating system concepts. We present GradeBoard, a code review system designed to simplify grading for instructors and enable students to understand and learn from their errors. GradeBoard provides an easy-to-use Web interface that allows instructors to annotate student code submissions with grading comments and scores, and students to discuss the comments and scores with instructors. GradeBoard presents student code changes with syntax highlighting and lets users collapse or expand code sections to provide a desired level of context, making it easier to read and understand student programming project submissions. Comments and scores are easily identifiable by visual cues, improving interaction between instructors and students. We have deployed and used GradeBoard in a large operating systems course involving Linux kernel programming projects. GradeBoard provided robust, easy-to-use functionality for reviewing Linux kernel code changes, improved the instructional staff grading experience, and over 90% of students surveyed indicated that GradeBoard improved their understanding of the kernel programming projects better than other alternatives.

show abstract

“…16 To help test the impact of SBL implemented using the ChemProV/OSBLE combination, a number of other universities (Manhattan College, North Carolina State University, Oklahoma State University, Worcester Polytechnic Institute, and the University of New Mexico) agreed to participate in a multi-year quasi-experimental study. At these schools, the participating faculty agreed to teach their material/energy balance class in their normal fashion during the 2012-2013 academic year.…”

Section: Prior Workmentioning

confidence: 99%