Code-quality evaluation scheme for assessment of student contributions to programming projects

Chen, Hsi-Min; Nguyen, Bao-An; Dow, Chyi‐Ren

doi:10.1016/j.jss.2022.111273

Cited by 7 publications

(3 citation statements)

References 24 publications

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“…The nationalized insights integrated project assessment gives students the opportunity to become more independent and responsible in the learning process. Project assessments emphasize the conferencing of research on materials from the planning stage, data collection, data processing, data presentation, and report compilation (Chen et al, 2022;Gawrycka et al, 2021;Vidya Putri Sukmasari & Rosana, 2017). With the assignment, students can have the ability to understand, apply, investigate, and inform their knowledge (Gunawan et al, 2017;MacLeod & van der Veen, 2020;Suryandari et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Project Assessment with Nationalism Insight at Elementary Schools and Its Impact Towards Students’ Social Science Achievement and Nationalism Attitude

Wayan

2022

JERE

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The low of social science learning outcomes occur because teacher tends to give tests that lead to cognitive assessments and only assess students’ attitudes when doing tests without paying attention towards student skills. This study aimed to analyse the effect of learning by applying a project assessment with a national perspective on social studies learning outcomes and students’ attitudes toward nationalism. The type of research was quasi-experimental design with a non-equivalent post-test-only control group. This study’s population was all class V students by total 231 students. The amount of sample in this study is 46 people. Data collection methods were test and non-test. Instruments of learning outcomes and attitudes of nationalism were then validated in content and empirically by two experts with item validity and reliability tests. The data collected were analysed using analysis with MANOVA. The study’s results based on the calculation of the MANOVA test obtained a significant number of 0.000 which means less than 0.05 (0.000 <0.05). It means that there are differences, either partially or simultaneously, in social studies learning outcomes and students’ attitudes toward nationalism who were taught by applying a project assessment with a national perspective. It is concluded that using project assessment with a national view positively affect social studies learning outcomes and the nationalism attitude of fifth grade elementary school students.

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Section: Discussionmentioning

confidence: 99%

Project Assessment with Nationalism Insight at Elementary Schools and Its Impact Towards Students’ Social Science Achievement and Nationalism Attitude

Wayan

2022

JERE

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“…ProgEdu is a service-oriented system deployed on Docker, which integrates almost the entire process of CI, automated code review, unit testing, and static code quality assessment. Additionally, ProgEdu enables collaborative and iterative learning, allowing students to work on group projects and learn from their mistakes [12]. As ProgEdu is an open-source product, it has been used as a case study in the new SE syllabus starting this semester, aiming to provide our students with hands-on experience in using a real-world tool and enhance their understanding of SE concepts and practices.…”

Section: Introductionmentioning

confidence: 99%

Teaching Devops and Software Engineering Practices Using an Automated Programming Assessment System

Nguyen,

2023

tvujs

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The software industry has seen a shift in recent years, with the adoption of agile development practices, the deployment of cloud-based, and service-oriented applications using DevOps. This has led to increased pressure on educators in higher education institutions to provide students with the best possible preparation for their careers, based on industry best practices. The research proposed a new approach to bridge the gap between in-class exercises and industrial practices by introducing an automated programming assessment system, ProgEdu. ProgEdu simulates the continuous integration pipeline of DevOps, incorporating unit testing and code quality assessment. It is deployed as a service-oriented application on Docker, allowing students to gain practical experience in a real-world setting. Our approach goes beyond simply assessing code, as we have also incorporated the service-oriented architecture, continuous integration pipeline, and Docker of the system to illustrate various DevOps practices in our software engineering classes. By providing hands-on exercises that utilize industry-standard tools and techniques, we can bridge the gap between theoretical knowledge and practical application, helping students to extensively understand fundamental concepts and prepare for the demands of the modern workforce.

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“…Project assessment can improve measuring problem-solving ability in students (Sukmasari & Rosana, 2017) and assess student contribution (Gawrycka et al, 2021;Chen et al, 2022). Previous research also stated that flipped classroom approach is worthy of use in learning because it can increase students' learning motivation (Sinaga, 2017;Widyaningrum et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Influence of Flipped Classroom-Based Project Assessment on Concept Understanding and Critical Thinking Skills in Physics Learning

Rapi

Suastra

Widiarini

et al. 2022

JPII

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This study aims to analyze the influence of flipped classroom-based project assessment on critical thinking skills and physics learning outcomes. This quantitative research has a post-test-only non-equivalent control group design. The population is distributed into two classes. The data are collected using questionnaires and tests and analyzed using descriptive statistics and Manova. The results indicate differences between critical thinking skills and physics learning outcomes between students who learned with project assessments based on the flipped classroom approach and students who learned with conventional assessments simultaneously and partially. The significance value indicates more than 0.05. Thus, it can be concluded that flipped classroom-based project assessment influences critical thinking skills and concept understanding. Flipped classroom-based project assessment is recommended as one innovative assessment based on constructivism to improve concept understanding and critical thinking. Excellent critical thinking skills and concept understanding will help students solve contextual problems.

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Code-quality evaluation scheme for assessment of student contributions to programming projects

Cited by 7 publications

References 24 publications

Project Assessment with Nationalism Insight at Elementary Schools and Its Impact Towards Students’ Social Science Achievement and Nationalism Attitude

Project Assessment with Nationalism Insight at Elementary Schools and Its Impact Towards Students’ Social Science Achievement and Nationalism Attitude

Teaching Devops and Software Engineering Practices Using an Automated Programming Assessment System

The Influence of Flipped Classroom-Based Project Assessment on Concept Understanding and Critical Thinking Skills in Physics Learning

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