Formative assessment of programming language learning based on peer code review: Implementation and experience report

Abstract

In programming courses, the traditional assessment approach tends to evaluate student performance by scoring one or more project-level summative assignments. This approach no longer meets the requirements of a quality programming language education. Based on an upgraded peer code review model, we propose a formative assessment approach to assess the learning of computer programming languages, and develop an online assessment system (OOCourse) to implement this approach. Peer code review and inspection is an effective way to ensure the high quality of a program by systematically checking the source code. Though it is commonly applied in industrial and open-source software development, it is rarely taught and practiced in undergraduate-level programming courses. We conduct a case study using the formative assessment method in a sophomore level Object-Oriented Design and Construction course with more than 240 students. We use Moodle (an online learning system) and some relevant plugins to conduct peer code review. We also conduct data mining on the running data from the peer assessment activities. The case study shows that formative assessment based on peer code review gradually improved the programming ability of students in the undergraduate class.

Effectiveness of peer review as cooperative web-based learning method applied out-of-class in a role playing game: A case study by quasi-experimental approach

“…In comparison to current research literature, the study presented here avoids additional quality-enhancing elements in the process and tries to create incentives via the journal only, which also represents a punishment by revealing any inactivity on the part of the student. This somehow corresponds to a recommendation by Sun et al (2019), who postulate the CPR to become a dynamic game with reward and punishment.…”

“…The latter, however, needs guidance and control mechanisms during implementation, which requires a comparably high attendance of the lecturer. In this respect, a web-based environment can save a lot of work (Sun et al 2019). Further, it can even turn CPR into a role play to enhance its impact.…”

“…However, Cho and Schunn (2007) stated that CPR is more effective in groups which are very heterogeneous with regard to the chosen research topic and writing skills. In order to achieve the latter, Sun et al (2019) designed an algorithm which, according to the greatest Euclidean distances between students over their past academic achievements, assigned a strong reviewer to each weak author. In general, under CPR all participants learn particularly from the process of data analysis, evaluation of results, presentation and explanation of the findings and the revision of their own work in accordance with the review report (van den Berg et al 2006).…”

“…Current research describes the use of new e-learning systems such as SWoRD (Leijen 2017). Also in use are conventional Moodle-platforms that help guide the review process and can be extended with specific plug-ins (Sun et al 2019). However, these only optimise the CPR process and aim to improve students' writing skills.…”

“…Zejnilagić-Hajrić et al (2015) practiced PBL in combination with CPR in chemistry laboratory with practical exercises and found that CPR is superior to the teachercentered learning environment. Moore and Teathe (2013) used CPR in mathematics courses, Kelly (2015) in a biology laboratory lecture, Leijen (2017) in a chemistry class and Sun et al (2019) tested it in a course on computer language programming. All studies show that the autonomy experience and the group dynamics are positively influenced.…”