Writing Effective Autograded Exercises Using Bloom's Taxonomy

Abstract

Prior to joining North Carolina State University in 2012, Dr. Battestilli was a network research engineer at the Next Generation Computing Systems at IBM Research. She worked on the PowerEN Technology, a blur between general purpose and networking processors and hardware accelerators. She identified and studied workloads at the edge of the network that required high-throughput and fast deep-packet processing. Since 2012, her research has been focused on Computer Science Education, especially in the area of peer collaboration, scaling techniques for large courses, auto-graders and learning analytics. She is also working on software that can be used for teaching and learning. She is investigating techniques and best practices on broadening participation in Computer Science. Women and minorities need to be more involved in tech innovation as companies and teams perform better when there is diversity. She is also interested in Cloud Networking, Internet Of Things, Software Defined Networks and the design and performance evaluation of networking architectures and protocols, which are areas she worked in while in industry.

The Paris Conference on Education 2023: Official Conference Proceedings

“…Researchers speculate that students' poor performance may be indicative of inaccurate measures of their ability and knowledge (Lister, 2010;Tew & Guzdial, 2010). Often Bloom's cognitive taxonomy (Battestilli & Korkes, 2020;Bloom & Committee of College and University Examiners, 1964;Thompson, Luxton-Reilly, Whalley, Hu, & Robbins, 2008;Ullah et al, 2019) or The Structure of the Observed Learning Outcome (SOLO) taxonomy (Biggs & Collis, 1982;Petersen, Craig, & Zingaro, 2011) are used to determine the assessment goals of questions asked to evaluate the programming competence of students.…”

“…Good and immediate feedback is one of the key components of learning programming (Lokar, 2019). Battestilli and Korkes (2020) found that it takes students more submission attempts in the APA when they are given questions that contain some starter code, than when they have to write their solution from scratch. However, when writing code from scratch, the students' code quality can be impaired because the students are not required to actually understand the concept being tested and might be able to find a way to bypass or hack the tests of the APA.…”