A Survey of Automated Assessment Approaches for Programming Assignments

Ala-Mutka, Kirsti

doi:10.1080/08993400500150747

Cited by 424 publications

(312 citation statements)

References 42 publications

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“…Contact Publisher@InformingScience.org to request redistribution permission. Ala-Mutka (2005) provides a critique of a number of automated assessment initiatives; Carter et al report on the results of an international teaching staff survey of automated assessment (Carter et al, 2003), and Rosenthal (2004) showed a clear preference for automated assessment in blind tests. Students can benefit from instant feedback, consistent and impartial marking, and the ability to progress at their own pace.…”

Section: Introductionmentioning

confidence: 99%

Experiences of Using Automated Assessment in Computer Science Courses

English¹,

English²

2015

JITE:IIP

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In this paper we discuss the use of automated assessment in a variety of computer science courses that have been taught at Israel Academic College by the authors. The course assignments were assessed entirely automatically using Checkpoint, a web-based automated assessment framework. The assignments all used free-text questions (where the students type in their own answers). Students were allowed to correct errors based on feedback provided by the system and resubmit their answers. A total of 141 students were surveyed to assess their opinions of this approach, and we analysed their responses. Analysis of the questionnaire showed a low correlation between questions, indicating the statistical independence of the individual questions. As a whole, student feedback on using Checkpoint was very positive, emphasizing the benefits of multiple attempts, impartial marking, and a quick turnaround time for submissions. Many students said that Checkpoint gave them confidence in learning and motivation to practise. Students also said that the detailed feedback that Checkpoint generated when their programs failed helped them understand their mistakes and how to correct them.

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Section: Introductionmentioning

confidence: 99%

Experiences of Using Automated Assessment in Computer Science Courses

English¹,

English²

2015

JITE:IIP

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“…Students can get inconsistent and insufficient feedback from manual assessment [3]. Therefore, many assessors have been tempted into using more automated forms of assessment, the primary reason being that a program can be marked and assessed more efficiently by a computer [4]. On the other hand, fully automated assessment systems may return limited feedback, and are heavily dependent on lecturing staff correctly configuring them with model solutions, although they can then provide near instant feedback [5].…”

Section: Introductionmentioning

confidence: 99%

Increasing the similarity of programming code structures to accelerate the marking process in a new semi-automated assessment approach

Buyrukoğlu

Batmaz

Lock

2016

2016 11th International Conference on Computer Science &Amp; Education (ICCSE)

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“…Many researchers therefore focus on automatic assessment, because each program could be assessed and analysed more efficiently by computer if a computer could be configured to do so (Ala-Mutka, 2005). Sharma et al (2014) indicated that students' programming code can be analysed dynamically or statically.…”

Section: Introductionmentioning

confidence: 99%

Semi-Automatic Assessment Approach to Programming Code for Novice Students

Buyrukoğlu

Batmaz

Lock

2016

Proceedings of the 8th International Conference on Computer Supported Education

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Abstract:Programming languages have been an integral element of the taught skills of many technical subjects in Higher Education for the last half century. Moreover, secondary school students have also recently started learning programming languages. This increase in the number of students learning programming languages makes the efficient and effective assessment of student work more important. This research focuses on one key approach to assessment using technology: the semi-automated marking of novice students' programcode. The open-ended, flexible nature of programming ensures that no two significant pieces of code are likely to be the same. However, it has been observed that there are a number of common code fragments within these dissimilar solutions. This observation forms the basis of our proposed approach. The initial research focuses on the 'if' structure to evaluate the theory behind the approach taken, which is appropriate given its commonality across programming languages. The paper also discusses the results of real world analysis of novice students' programming code on 'if' structures. The paper concludes that the approach taken could form a more effective and efficient method for the assessment of student coding assignments.

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A Survey of Automated Assessment Approaches for Programming Assignments

Cited by 424 publications

References 42 publications

Experiences of Using Automated Assessment in Computer Science Courses

Experiences of Using Automated Assessment in Computer Science Courses

Increasing the similarity of programming code structures to accelerate the marking process in a new semi-automated assessment approach

Semi-Automatic Assessment Approach to Programming Code for Novice Students

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