Transition from Passive Learner to Critical Evaluator through Peer-Testing of Programming Artefacts

Grov, Gudmund; Hamdan, M. A.; Kumar, Smitha; Maarek, Manuel; McGregor, Léon; Shaikh, Talal; Wells, J. B.; Zantout, Hind

doi:10.29311/ndtps.v0i12.2398

Cited by 1 publication

(3 citation statements)

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“…The peer-testing was to be done via the prototype Web platform for the first exercise and via email exchanges for the second one. Following this experiment, the participants were asked to complete a questionnaire and were invited to take part in a focus group discussion in order to tease out the ways to improve the website further and to gain an insight into their opinions on the peer-testing activity, this latter aspect is discussed in [Grov et al 2017]. As the programmes are taught in two campuses of the University, namely Edinburgh and Dubai, we had participants from both locations.…”

Section: Experiment Questionnaire and Focus Groupmentioning

confidence: 99%

“…As the programmes are taught in two campuses of the University, namely Edinburgh and Dubai, we had participants from both locations. The way students perceived positively peer-testing as an opportunity for cross-campuses interactions is also discussed in [Grov et al 2017]. While the participants were well distributed across our campuses (5 in Edinburgh, 6 in Dubai) and in terms of gender (4 identified as female, 7 identified as male), their small number does not allow for quantitative analysis of the feedback.…”

Section: Experiment Questionnaire and Focus Groupmentioning

confidence: 99%

“…The work presented here took place at Heriot-Watt University during Léon McGregor's BSc Honours project [Mc-Gregor 2017] and as part of the University's Learning and Teaching Enhancement project lead by Manuel Maarek. Aspects of the project, in particular its impact on students' transition from passive learners to critical evaluators was presented at Horizons in STEM Higher Education 2017 Conference [Grov et al 2017].…”

Section: Introductionmentioning

confidence: 99%

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Development of a Web Platform for Code Peer-Testing

Maarek¹,

McGregor²

2020

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As part of formative and summative assessments in programming courses, students work on developing programming artifacts following a given specification. These artifacts are evaluated by the teachers. At the end of this evaluation, the students receive feedback and marks. Providing feedback on programming artifacts is time demanding and could make feedback to arrive too late for it to be effective for the students' learning. We propose to combine software testing with peer feedback which has been praised for offering a timely and effective learning activity with program testing.In this paper we report on the development of a Web platform for peer feedback on programming artifacts through program testing. We discuss the development process of our peer-testing platform informed by teachers and students. CCS Concepts• Social and professional topics → Software engineering education; Computer science education; • Software and its engineering → Software testing and debugging; • Applied computing → Collaborative learning;

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Section: Experiment Questionnaire and Focus Groupmentioning

confidence: 99%

Section: Experiment Questionnaire and Focus Groupmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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