Relevant bibliographies by topics / Assessment of programming assignments

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Assessment of programming assignments'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Assessment of programming assignments"

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Gordillo, Aldo. "Effect of an Instructor-Centered Tool for Automatic Assessment of Programming Assignments on Students’ Perceptions and Performance." Sustainability 11, no. 20 (2019): 5568. http://dx.doi.org/10.3390/su11205568.

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Automated assessment systems are increasingly used in higher education programming courses since the manual assessment of programming assignments is very time-consuming. Although a substantial amount of research work has been done on systems for the automatic assessment of programming assignments, most studies are focused on technical characteristics and further research is needed for examining the effect of using these systems on students’ perceptions and performance. This paper examines the effect of using an instructor-centered tool for automatically assessing programming assignments on stu
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Hasan, Helen M. "Assessment of student programming assignments in COBOL." Education and Computing 4, no. 2 (1988): 99–107. http://dx.doi.org/10.1016/s0167-9287(88)90574-2.

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Zougari, Soundous, Mariam Tanana, and Abdelouahid Lyhyaoui. "Graph based Hybrid Assessment System for Programming Assignments." International Journal of Computer Applications 178, no. 14 (2019): 56–60. http://dx.doi.org/10.5120/ijca2019918929.

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Ala-Mutka, Kirsti M. "A Survey of Automated Assessment Approaches for Programming Assignments." Computer Science Education 15, no. 2 (2005): 83–102. http://dx.doi.org/10.1080/08993400500150747.

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Et.al, Muhammad Huzaifah Ismail. "A Critical Review on Recent Proposed Automated Programming Assessment Tool." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (2021): 884–94. http://dx.doi.org/10.17762/turcomat.v12i3.799.

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Automated assessment tool for programming assignments has been discussed extensively in education technology ever since of its existence. The tool aims to reduce the work load of instructors as well as providing an instantfeedback to students in pertaining to assessing programming assignments. Myriad versions of the tool accompanied with multiple features has been proposed till this day in order to cater modern trend of education technologies. Many previous studies have analyse on these existing tools but not on recent one. This study have conducted a critical review on the recent proposed too
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Delgado‐Pérez, Pedro, and Inmaculada Medina‐Bulo. "Customizable and scalable automated assessment of C/C++ programming assignments." Computer Applications in Engineering Education 28, no. 6 (2020): 1449–66. http://dx.doi.org/10.1002/cae.22317.

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Madeja, Matej, and Jaroslav Porubän. "Automated testing environment and assessment of assignments for Android MOOC." Open Computer Science 8, no. 1 (2018): 80–92. http://dx.doi.org/10.1515/comp-2018-0007.

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Abstract This paper describes the design of a testing environment for massive assessment of assignments for Android application programming courses. Specific testing methods and tool suggestions are continuously consulted with Wirecard company, dedicated to the development of mobile applications. The paper also analyzes the most common mistakes of students and suggests ways to uncover them through tests. Based on these, it creates tests, compares the performance of the emulator and real device tests, and the proposed tools are partially retrospectively tested on assignments from the previous r
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Brusilovsky, Peter, and Colin Higgins. "Preface to the special issue on automated assessment of programming assignments." Journal on Educational Resources in Computing 5, no. 3 (2005): 1. http://dx.doi.org/10.1145/1163405.1163406.

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Guerrero-Higueras, Ángel Manuel, Camino Fernández Llamas, Lidia Sánchez González, Alexis Gutierrez Fernández, Gonzalo Esteban Costales, and Miguel Ángel Conde González. "Academic Success Assessment through Version Control Systems." Applied Sciences 10, no. 4 (2020): 1492. http://dx.doi.org/10.3390/app10041492.

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Version control systems’ usage is a highly demanded skill in information and communication technology professionals. Thus, their usage should be encouraged by educational institutions. This work demonstrates that it is possible to assess if a student can pass a computer science-related subject by monitoring its interaction with a version control system. This paper proposes a methodology that compares the performance of several machine learning models so as to select the appropriate predicting model for the assessment of the students’ achievements. To fit predicting models, three subjects of th
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Mernissi Arifi, Sara, Rachid Ben Abbou, and Azeddine Zahi. "Assisted learning of C programming through automated program repair and feed-back generation." Indonesian Journal of Electrical Engineering and Computer Science 20, no. 1 (2020): 454. http://dx.doi.org/10.11591/ijeecs.v20.i1.pp454-464.

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<span>Programming courses are among all the current academic curricula for engineering studies.<a name="_Hlk507421108"></a> Unfortunately, students often face difficulties already on the basic concepts. Both students and teachers believe that practical sessions and guided learning lead to good outcomes. On the other hand, it is virtually difficult considering the number of students enrolled on programming courses. This paper presents an automated assessment system for programming assignments, based on two different methods: static and dynamic analysis. The presented system ai
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Dissertations / Theses on the topic "Assessment of programming assignments"

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Pernhult, Mattias, and Felix Alhbin. "LEAP: Automatic assessment of programming assignments." Thesis, Malmö högskola, Fakulteten för teknik och samhälle (TS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20004.

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Antal studenter som tar programmeringskurser på universitet och högskolor ökar kraftigt och kräver mycket resurser vilket gör kurserna nästintill omöjliga att bedriva utan att öka antalet lärare. Genom att introducera automatisering i dessa kurser, speciellt vid bedöm- ning, är det möjligt att upprätthålla kvalitén i dessa kurser. Därav är syftet med denna studie att konstruera, implementera och utvärdera ett bedömningssystem för att ta reda på för- och nackdelar med användningen av bedömningssystem i programmeringskurser. Resultatet från studien visar att fördelarna med ett bedömningssystem ä
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Goldman, Andrew Benjamin. "Using Daily Missions to Promote Incremental Progress on Programming Assignments." Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/90775.

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Automatic assessment tools are increasingly utilized in undergraduate programming courses to evaluate software solutions, streamlining the grading process for both students and professors. In spite of their benefits of speed and convenience, such online systems for providing instant feedback have the tendency to draw attention to performance-based outcomes while failing to reliably recognize the effort and hard work a student puts into a solution. For the many struggling students who are new to programming, this type of objective feedback can be discouraging and may decrease their motivation t
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Lindeborg, Christian. "Improved Programming Assignment Assessment with Grading Rubrics." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-254978.

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Oral assessment of lab assignments is a strong tradition in computer science courses at KTH and many other universities. The task of correctly assessing the students’ work tends to fall upon a teaching assistant (TA) who needs to be able to tell whether or not they actually understand the concepts covered by the lab. Previous research indicates that there is a large degree of uncertainty among TAs when performing this assessment, which can lead to unfair grades and uncomfortable situations for both TAs and students. This thesis presents an attempt to improve the situation through the creation
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Souza, Draylson Micael de. "Subsídios à integração de ferramentas de avaliação automática e sistemas de gerenciamento de aprendizagem." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/55/55134/tde-28092017-101315/.

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A avaliação de trabalhos práticos de programação é uma tarefa dispendiosa. Diversas ferramentas têm sido propostas e desenvolvidas a fim de automatizar as tarefas repetitivas realizadas pelos professores na avaliação de trabalhos práticos de programação e fornecer um feedback mais rápido e adequado aos alunos. No entanto, a adição de uma nova ferramenta aumenta a sobrecarga de novas informações e ambientes que os alunos têm que lidar. De forma análoga, a ferramenta de avaliação é mais um recurso que o professor tem de configurar, manter e ensinar os alunos a utilizar. Por este motivo, vários t
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Stålnacke, Olof. "Formativ feedback i programmering med tillämpning av statisk kodanalys : Utveckling av ett verktyg." Thesis, Luleå tekniska universitet, Institutionen för system- och rymdteknik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-63934.

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Aim Develop an IT artifact that provides formative feedback for students based on their programming assignments. Background One of the best methods to learn programming is by practice. Providing feedback to students is an important and a valuable factor for improving learning, which plays a vital part in the student’s possibility to enhance and improve its solutions. Software development courses have several assignments and each course instructs about 100 students. To assess and provide feedback for all the students and each assignment demands considerable resources. In a survey conducted by T
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Hill, Carla. "Mass assignments for inductive logic programming." Thesis, University of Bristol, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325748.

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Steier, Martin. "Discovering plagiarism in entry level programming assignments." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-212059.

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Plagiarism in programming assignments has been a problem for a long time, and while the schools try to stop it, it is an ever ongoing game of cat and mouse between students and the schools. When students find new ways to hide their plagiarism, others develop new tools to find it again. This thesis looks specifically at plagiarism in entry level coding assignments, where the code is usually much simpler, and if it is possible to use the structure of the program code to detect plagiarism. The structural properties chosen is the abstract syntax tree for the code along with the codes call graph. T
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Bullock, Frederick G. "Optimizing truckload assignments using multi-objective linear programming." Thesis, University of New Brunswick, 1996. http://hdl.handle.net/1882/617.

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Bullock, Frederick G. "Optimizing truckload assignments using multi-objective linear programming." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ46288.pdf.

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Kandru, Nischel. "Intelligent Goal-Oriented Feedback for Java Programming Assignments." Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/83947.

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Within computer science education, goal-oriented feedback motivates beginners to be engaged in learning programming. As the number of students increases, it is challenging for teaching assistants to cater to all the doubts of students and provide goals. This problem is addressed by intelligent visual feedback which guides beginners formulate effective goals to resolve all the errors they would incur while solving a programming assignment. Most current automated feedback mechanisms provide feedback without categorization, prioritization, or goal formulation in mind. Students may overlook impor
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Books on the topic "Assessment of programming assignments"

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Neely, Teresa Y. Information literacy assessment: Standards-based tools and assignments. American Library Association, 2006.

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Karnes, Merle B. Coordinating assessment and programming for preschoolers: (CAPP). Communication Skill Builders, 1991.

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Ruitenbeek, D. S. Van. Expatriate Assignments: Critical success factors in assessment,selection,preparation and support in post. UMIST, 1995.

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Programming for employee services and recreation. Sagamore Pub., 1990.

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Lombardo, Michael M. Eighty-eight assignments for development in place: Enhancing the developmental challenge of existing jobs. Center for Creative Leadership, 1989.

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McCauley, Cynthia D. Developmental assignments: Creating learning experiences for development in place. Center for Creative Leadership Press, 2006.

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Carney, Ralph M. A managerial assessment of the Productivity Investment Fund. Naval Postgraduate School, 1988.

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Kennedy, Barbara. Assessment of G/PHN young adults reproductive health programming options. U.S. Agency for International Development, Bureau for Global Programs, Office of Population/ Population Technical Assistance Project, 1999.

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Lo, M. Y. An assessment of PARLOG as a medium for agent-oriented programming. UMIST, 1994.

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Fink, Alan Lee. Object-oriented programming: An assessment of fundamental concepts and design considerations. Naval Postgraduate School, 1992.

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Book chapters on the topic "Assessment of programming assignments"

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Muuli, Eerik, Kaspar Papli, Eno Tõnisson, et al. "Automatic Assessment of Programming Assignments Using Image Recognition." In Data Driven Approaches in Digital Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66610-5_12.

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Rump, Arthur, Ansgar Fehnker, and Angelika Mader. "Automated Assessment of Learning Objectives in Programming Assignments." In Intelligent Tutoring Systems. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80421-3_33.

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Polito, Giuseppina, and Marco Temperini. "A Gamified Approach to Automated Assessment of Programming Assignments." In Challenges and Solutions in Smart Learning. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8743-1_1.

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Luo, Zhenxiao, Zelong Wang, Di Wu, Xiaojun Hei, and Yunfei Du. "Automatic Generation and Assessment of Student Assignments for Parallel Programming Learning." In Parallel Architectures, Algorithms and Programming. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2767-8_18.

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Rosales-Castro, Lina F., Laura A. Chaparro-Gutiérrez, Andrés F. Cruz-Salinas, Felipe Restrepo-Calle, Jorge Camargo, and Fabio A. González. "An Interactive Tool to Support Student Assessment in Programming Assignments." In Lecture Notes in Computer Science. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47955-2_33.

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Le Ru, Yann, Michaël Aron, Jean-Pierre Gerval, and Thibault Napoleon. "Tests Generation Oriented Web-Based Automatic Assessment of Programming Assignments." In Smart Education and Smart e-Learning. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19875-0_11.

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Klein Haneveld, Willem K., Maarten H. van der Vlerk, and Ward Romeijnders. "Assignments." In Stochastic Programming. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-29219-5_7.

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Shen, Alexander. "Variables, expressions, assignments." In Algorithms and Programming. Birkhäuser Boston, 1997. http://dx.doi.org/10.1007/978-0-8176-4761-2_1.

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Swarup, Vipin, Uday S. Reddy, and Evan Ireland. "Assignments for applicative languages." In Functional Programming Languages and Computer Architecture. Springer Berlin Heidelberg, 1991. http://dx.doi.org/10.1007/3540543961_10.

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Kokensparger, Brian. "Introduction to the Digital Humanities Assignments." In Guide to Programming for the Digital Humanities. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99115-3_4.

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Conference papers on the topic "Assessment of programming assignments"

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Zougari, Soundous, Mariam Tanana, and Abdelouahid Lyhyaoui. "Hybrid assessment method for programming assignments." In 2016 4th IEEE International Colloquium on Information Science and Technology (CIST). IEEE, 2016. http://dx.doi.org/10.1109/cist.2016.7805112.

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Choudhury, Preetam Roy, Naman Wats, Rahul Jaiswal, and R. H. Goudar. "Automated process for assessment of learners programming assignments." In 2014 IEEE 8th International Conference on Intelligent Systems and Control (ISCO). IEEE, 2014. http://dx.doi.org/10.1109/isco.2014.7103960.

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Madeja, Matej, and Jaroslav Poruban. "Automatic assessment of assignments for Android application programming courses." In 2017 IEEE 14th International Scientific Conference on Informatics. IEEE, 2017. http://dx.doi.org/10.1109/informatics.2017.8327252.

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Nabil, Ramez, Nour Eldeen Mohamed, Ahmed Mahdy, Khaled Nader, Shereen Essam, and Essam Eliwa. "EvalSeer: An Intelligent Gamified System for Programming Assignments Assessment." In 2021 International Mobile, Intelligent, and Ubiquitous Computing Conference (MIUCC). IEEE, 2021. http://dx.doi.org/10.1109/miucc52538.2021.9447629.

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Souza, Draylson M., Katia R. Felizardo, and Ellen F. Barbosa. "A Systematic Literature Review of Assessment Tools for Programming Assignments." In 2016 IEEE 29th International Conference on Software Engineering Education and Training (CSEET). IEEE, 2016. http://dx.doi.org/10.1109/cseet.2016.48.

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Ihantola, Petri, Tuukka Ahoniemi, Ville Karavirta, and Otto Seppälä. "Review of recent systems for automatic assessment of programming assignments." In the 10th Koli Calling International Conference. ACM Press, 2010. http://dx.doi.org/10.1145/1930464.1930480.

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Bradley, Steven. "Managing plagiarism in programming assignments with blended assessment and randomisation." In Koli Calling 2016: 16th Koli Calling International Conference on Computing Education Research. ACM, 2016. http://dx.doi.org/10.1145/2999541.2999560.

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Dewan, Prasun. "Invited Talk 2: Techniques for Automating Assessment of Parallel Programming Assignments." In 2019 26th International Conference on High Performance Computing, Data and Analytics Workshop (HiPCW). IEEE, 2019. http://dx.doi.org/10.1109/hipcw.2019.00018.

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Duch, Piotr, and Tomasz Jaworski. "Dante - Automated Assessments Tool for Students' Programming Assignments." In 2018 11th International Conference on Human System Interaction (HSI). IEEE, 2018. http://dx.doi.org/10.1109/hsi.2018.8431146.

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Knutas, Antti, Dmitrii Savchenko, Timo Hynninen, and Niku Grönberg. "Constructive Alignment of Web Programming Assignments and Automated Assessment with Unit Testing." In Koli Calling '19: 19th Koli Calling International Conference on Computing Education Research. ACM, 2019. http://dx.doi.org/10.1145/3364510.3366150.

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Reports on the topic "Assessment of programming assignments"

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DEPARTMENT OF DEFENSE WASHINGTON DC. Defense Planning and Programming Category (DPPC) Definitions and Program Element Code Assignments. Defense Technical Information Center, 1993. http://dx.doi.org/10.21236/ada259820.

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Fwa, Tien, John Riverson, and Kumares Sinha. Priority Assessment of Routine Maintenance Needs and Optimal Programming : Interim Report. Purdue University, 1988. http://dx.doi.org/10.5703/1288284314136.

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Kelly, Luke. Humanitarian Evidence Summary No.14. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.069.

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This is the 14th monthly Humanitarian Evidence Summary (HUMES) to signpost FCDO and other UK government departments to the latest relevant evidence and discourse on humanitarian action to inform and support their response. It is the result of 1 day of work per month and is not intended to be a comprehensive summary of available evidence on humanitarian action but aims to make original documents easily accessible to decision-makers that, if relevant to them, they could refer to before making decisions. This summary covers publications on Enhancing protection and humanitarian access; Needs asses
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Kelly, Luke. Humanitarian Evidence Summary No.12. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.031.

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This is the 12th monthly Humanitarian Evidence Summary (HUMES) to signpost FCDO and other UK government departments to the latest relevant evidence and discourse on humanitarian action to inform and support their response. It is the result of 1 day of work per month and is not intended to be a comprehensive summary of available evidence on humanitarian action but aims to make original documents easily accessible to decision-makers that, if relevant to them, they could refer to before making decisions. This summary covers publications on Enhancing protection and humanitarian access; Needs asses
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Kelly, Luke. Humanitarian Evidence Summary No.15. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.089.

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This is the 15th monthly Humanitarian Evidence Summary (HUMES) to signpost FCDO and other UK government departments to the latest relevant evidence and discourse on humanitarian action to inform and support their response. It is the result of 1 day of work per month and is not intended to be a comprehensive summary of available evidence on humanitarian action but aims to make original documents easily accessible to decision-makers that, if relevant to them, they could refer to before making decisions. This summary covers publications on Enhancing protection and humanitarian access; Needs asses
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Strachan, Anna Louise. Potential Private Sector Involvement in Supporting Refugee Livelihoods and Self-reliance in Uganda: Annotated Bibliography. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.072.

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There is some evidence of the private sector playing a role in supporting refugee livelihoods and self-reliance in Uganda during the period 2016-2020. However, a number of evaluations and research reports highlight the potential for greater private sector involvement, if existing constraints are addressed. Key lessons identified in the literature include the need for more research, especially on market potential, to address the existing knowledge gaps on the role the private sector can play in supporting refugee livelihoods and self-reliance in Uganda. The literature notes that limited access
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Assessment of comprehensive HIV-risk reduction programming for adolescent girls and young women: Implementation science research in Kenya. Population Council, 2017. http://dx.doi.org/10.31899/hiv6.1004.

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Assessment of comprehensive HIV-risk reduction programming for adolescent girls and young women: Implementation science research in Zambia. Population Council, 2017. http://dx.doi.org/10.31899/hiv6.1005.

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