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Journal articles on the topic 'Assessment of programming assignments'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

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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Gupta, Surendra. "Automatic Assessment of Programming assignment." Computer Science & Engineering: An International Journal 2, no. 1 (2012): 67–74. http://dx.doi.org/10.5121/cseij.2012.2107.

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DHALIWAL, GURMEET K., FRANK PORPORINO, and ROBERT R. ROSS. "Assessment of Criminogenic Factors, Program Assignment, and Recidivism." Criminal Justice and Behavior 21, no. 4 (1994): 454–67. http://dx.doi.org/10.1177/0093854894021004005.

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A sample of 107 federally incarcerated male offenders in Canada was followed to examine the outcome of a classification approach, Case Management Strategies. Cases were tracked from point of reception to 6- and 18-month postrelease to assess how criminogenic factors were matched to programs, whether and how these program recommendations were acted on, and whether completion of appropriate programming affected postrelease outcome. The results largely failed to support the efficacy of this case management and program assignment process in classifying offenders to correctional programs as part of

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Et al., Musa. "An Analysis on the Applicability of Meta-Heuristic Searching Techniques for Automated Test Data Generation in Automatic Programming Assessment." Baghdad Science Journal 16, no. 2(SI) (2019): 0515. http://dx.doi.org/10.21123/bsj.2019.16.2(si).0515.

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Automatic Programming Assessment (APA) has been gaining lots of attention among researchers mainly to support automated grading and marking of students’ programming assignments or exercises systematically. APA is commonly identified as a method that can enhance accuracy, efficiency and consistency as well as providing instant feedback on students’ programming solutions. In achieving APA, test data generation process is very important so as to perform a dynamic testing on students’ assignment. In software testing field, many researches that focus on test data generation have demonstrated the su

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Skalka, Jan, and Martin Drlik. "Automated Assessment and Microlearning Units as Predictors of At-Risk Students and Students’ Outcomes in the Introductory Programming Courses." Applied Sciences 10, no. 13 (2020): 4566. http://dx.doi.org/10.3390/app10134566.

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The number of students who decided to study information technology related study programs is continually increasing. Introductory programming courses represent the most crucial milestone in information technology education and often reflect students’ ability to think abstractly and systematically, solve problems, and design their solutions. Even though many students who attend universities have already completed some introductory courses of programming, there is still a large group of students with limited programming skills. This drawback often increases during the first term, and it is often

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López-Pernas, Sonsoles, Mohammed Saqr, and Olga Viberg. "Putting It All Together: Combining Learning Analytics Methods and Data Sources to Understand Students’ Approaches to Learning Programming." Sustainability 13, no. 9 (2021): 4825. http://dx.doi.org/10.3390/su13094825.

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Learning programming is a complex and challenging task for many students. It involves both understanding theoretical concepts and acquiring practical skills. Hence, analyzing learners’ data from online learning environments alone fails to capture the full breadth of students’ actions if part of their learning process takes place elsewhere. Moreover, existing studies on learning analytics applied to programming education have mainly relied on frequency analysis to classify students according to their approach to programming or to predict academic achievement. However, frequency analysis provide

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Skūpas, Bronius. "Automatinio mokinių programų vertinimo sistemų lyginamoji analizė." Informacijos mokslai 50 (January 1, 2009): 147–52. http://dx.doi.org/10.15388/im.2009.0.3246.

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Mokant programavimo jau seniai taikomas automatinis vertinimas. Tokiu atveju mokiniai (ar studentai) turi programas-sprendimus pateikti testavimo sistemai. Kad sistema galėtų patikrinti darbus, jie turi tenkinti gana griežtus reikalavimus. Savo ruožtu automatinė vertinimo sistema gali įvertinti dalį pamatuojamų kriterijų, patikrinti programos funkcionavimą su pradinių duomenų rinkiniais. Automatinių sistemų funkcionalumas kartais praplečiamas rankinėmis vertinimo galimybėmis, taip gaunantpusiau automatines sistemas. Sistemose paplitę du pagrindiniai programų analizės metodai: dinaminis ir stat

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Ramos, Julián, María A. Trenas, Eladio Gutiérrez, and Sergio Romero. "E-assessment of Matlab assignments in Moodle: Application to an introductory programming course for engineers." Computer Applications in Engineering Education 21, no. 4 (2011): 728–36. http://dx.doi.org/10.1002/cae.20520.

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Ullah, Farhan, Junfeng Wang, Muhammad Farhan, Sohail Jabbar, Zhiming Wu, and Shehzad Khalid. "Plagiarism detection in students’ programming assignments based on semantics: multimedia e-learning based smart assessment methodology." Multimedia Tools and Applications 79, no. 13-14 (2018): 8581–98. http://dx.doi.org/10.1007/s11042-018-5827-6.

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Barra, Enrique, Sonsoles López-Pernas, Álvaro Alonso, Juan Fernando Sánchez-Rada, Aldo Gordillo, and Juan Quemada. "Automated Assessment in Programming Courses: A Case Study during the COVID-19 Era." Sustainability 12, no. 18 (2020): 7451. http://dx.doi.org/10.3390/su12187451.

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The COVID-19 pandemic imposed in many countries, in the short term, the interruption of face-to-face teaching activities and, in the medium term, the existence of a ‘new normal’, in which teaching methods should be able to switch from face-to-face to remote overnight. However, this flexibility can pose a great difficulty, especially in the assessment of practical courses with a high student–teacher ratio, in which the assessment tools or methods used in face-to-face learning are not ready to be adopted within a fully online environment. This article presents a case study describing the transfo

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Suresh, KP, Sri Yasaswini, and K. Reshma. "Application of Randomization Techniques for an Unbiased Assessment of Outcome in Clinical Studies." International Journal of Infertility & Fetal Medicine 7, no. 3 (2016): 94–98. http://dx.doi.org/10.5005/jp-journals-10016-1136.

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ABSTRACT In human clinical trials and biological experiments, randomization has been extensively used as a method of experimental control. It insures against the accidental bias and helps in preventing the selection bias. In treatment assignments, it eliminates the source of bias and produces the comparable groups, thereby expressing the likelihood of chance as a source for the difference of end outcome by permitting the use of probability theory. This study covers different methods of randomization and the use of online statistical computing web programming www.randomization. com for generati

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Schwartz, Beth M., Virginia R. Gregg, and Mark McKee. "Conversations About Careers." Teaching of Psychology 45, no. 1 (2017): 50–59. http://dx.doi.org/10.1177/0098628317745247.

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Providing career preparation for our students continues to be a focus for faculty, departments, and institutions. Professional development is most effective when accessible to students in a number of ways. This article presents how career preparation can be incorporated in advising, through programming and assessment in a career center, and in the curriculum. We discuss the importance of career discussions in advising, the types of resources available in a career center, and finally, we review a number of courses in which faculty can incorporate discussions and assignments focused on careers i

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Lambert, Tim, Peter Lindsay, and Ken Robinson. "Using Miranda as a first programming language." Journal of Functional Programming 3, no. 1 (1993): 5–34. http://dx.doi.org/10.1017/s0956796800000575.

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AbstractThe functional programming language Miranda has been used as a first programming language at the University of NSW since the beginning of 1989, when a new computer engineering course and a revised computer science course were introduced. This paper explains the reasons for choosing the language, and describes the subject in which Miranda is introduced. Examples of the presentation of the material, and of exercises and assignment used in the course, are given. Finally, an assessment of the experience is given.

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23

Gotel, Olly, Christelle Scharff, and Andrew Wildenberg. "Teaching software quality assurance by encouraging student contributions to an open source web-based system for the assessment of programming assignments." ACM SIGCSE Bulletin 40, no. 3 (2008): 214–18. http://dx.doi.org/10.1145/1597849.1384329.

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24

Kaya, Mümine, and Selma Ayşe Özel. "Integrating an online compiler and a plagiarism detection tool into the Moodle distance education system for easy assessment of programming assignments." Computer Applications in Engineering Education 23, no. 3 (2014): 363–73. http://dx.doi.org/10.1002/cae.21606.

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25

Yusof, Norazah, Nur Ariffin Mohd Zin, and Noor Shyahira Adnan. "Java Programming Assessment Tool for Assignment Module in Moodle E-learning System." Procedia - Social and Behavioral Sciences 56 (October 2012): 767–73. http://dx.doi.org/10.1016/j.sbspro.2012.09.714.

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26

Broy, Manfred. "An Assessment of Programming Styles: Assignment-Oriented Languages Versus Functional and Applicative Languages1." Fundamenta Informaticae 9, no. 2 (1986): 169–204. http://dx.doi.org/10.3233/fi-1986-9203.

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Three small programming languages are introduced: a procedural one, an applicative one and a functional one (here functional is always meant in the sense of “functional in the style of Backus”). For each of them mathematical (denotational) and operational semantics are defined. Then the similarities and differences between these three languages with respect to mathematical semantics, operational semantics, syntactic and notational properties are discussed in detail. Specific attention is paid to the notion of program variable

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Carlson, Jake, and Marianne Stowell Bracke. "Planting the Seeds for Data Literacy: Lessons Learned from a Student-Centered Education Program." International Journal of Digital Curation 10, no. 1 (2015): 95–110. http://dx.doi.org/10.2218/ijdc.v10i1.348.

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There is an increasing need for graduate students to acquire competencies in managing and curating their data sets as a part of their education. Librarians and other information professionals are beginning to respond to this need by developing programming, but as of yet there are few models to follow and the impact on the practices of students is under-explored. This case study presents a student-centered pilot program on data literacy offered at Purdue University. The program was offered through the College of Agriculture and was structured to be flexible enough to incorporate each student’s

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Sinambela, Fradina Kristina. "An An Integrated Automatic-Grading and Quality Measure for Assessing Programming Assignment." JATISI (Jurnal Teknik Informatika dan Sistem Informasi) 8, no. 3 (2021): 1508–14. http://dx.doi.org/10.35957/jatisi.v8i3.1271.

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Programming teachers very often assess their students' submissions solely from their correctness, sometimes with the help of an automated-grading platform. This approach is arguably effective and efficient at the same time. Unfortunately, this single-dimension assessment approach narrows the students' perspective on a high-quality solution to just a working solution. In the real world setting, a solution should be maintainable with minimal cost. Maintainability is closely related to code quality. In this paper, we present a web-based tool that would help the teachers to assess the students' su

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Richa Verma & Ayushi. "A Review Paper on Deep Learning Approach for Crop Yield Prediction Assessment." International Journal for Modern Trends in Science and Technology 7, no. 05 (2021): 127–32. http://dx.doi.org/10.46501/ijmtst0705021.

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Precise assessment of harvest yield is a difficult field of work. The equipment and programming stage to foresee the harvest yield relies on different components like climate, soil fruitfulness, genotype, and different collaborating wards. The assignment is unpredictable inferable from the information that should be gathered in volumes to comprehend crop yield through remote sensor organizations and distant detecting. This paper audits the previous 15 years of exploration work in the improvement of assessing crop yield utilizing profound learning calculations. The meaning of examining progress

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Nasution, Aswarina, Ashar Hasairin, and Widya Arwita. "STUDENT RESPONSE TOWARD E-LEARNING IN ETHNOBOTANY COURSE." Jurnal Atrium Pendidikan Biologi 6, no. 1 (2021): 48. http://dx.doi.org/10.24036/apb.v6i1.10835.

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Mind Map The sophistication of information technology and internet network in the fourth industrial revolutionera can be utilized to supportthe learning process. Electronic learning (E-learning) is an innovative learning method that is appropriate in answering the challenges of the fourth industrial revolution era. E-learning is a way to enrich education by integrating technology into traditional classrooms. E-learning allows lecturers to share syllabus and learning material to students, provide assignments that must be done by students and assess students in real-time. This study aims to anal

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Razumowsky, Alexei. "Kansei — learning: emotional writing work on programming lectures." E3S Web of Conferences 244 (2021): 11031. http://dx.doi.org/10.1051/e3sconf/202124411031.

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A method of teaching programming is proposed for consideration, which, like Kansei-engineering [1], is based on managing the emotional background in the classroom during classes to enhance the individual significance of the quality of the assignment. The need for the method is due to the fact that during the oral presentation of the material by the lecturer, students today do not use note-taking, and there is also no feedback. The ways of increasing the effectiveness of teaching programming by means of developing the ability to “think with your hands”, as an activation of creativity, through t

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Jiang, Xiaowei, Muqing Du, and Haisheng Liu. "Assessing Urban Road Network Capacity considering Parking Supply and Parking Pricing." Journal of Advanced Transportation 2020 (October 28, 2020): 1–17. http://dx.doi.org/10.1155/2020/8820680.

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To enhance the assessment of the network capacity for a given urban road system, the effects of the parking management strategies at destination areas are supposed to be considered in the network capacity assessment model. This study provides an extended road network capacity model which takes into consideration both the parking supply and parking pricing at each traffic zone. The network capacity model is formulated as a bilevel programming problem, with the maximization of total trip generation in the upper level and the combined trip distribution and traffic assignment (CTDTA) problem in th

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J. Whittington, Keith. "Progressive Programming Assignments." Issues in Informing Science and Information Technology 2 (2005): 451–59. http://dx.doi.org/10.28945/842.

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Gritsina, Olga Pavlovna, Anna Konstantinovna Yatsenko, Lidiya Viktorovna Trankovskaya, and Oksana Valerievna Perelomova. "Current approaches to comprehensive assessment of child and adolescent health in hygiene and clinical practice." Sanitarnyj vrač (Sanitary Doctor), no. 11 (November 1, 2020): 47–52. http://dx.doi.org/10.33920/med-08-2011-05.

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The relevance of improving the quality of preventive medical surveillance of children and adolescents is undeniable, which provides the basis for the search for methodologically sound approaches to an integrated assessment of the health of the child population. The purpose of the study was to develop and create the software product «Computer Program «Comprehensive Assessment of the Health of Children and Adolescents». For realization of the purpose, patent search, compilation of a technical specification on the basis of criteria of assessment of children’s health and assignment to a particular

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Sung, Kelvin, Michael Panitz, Scott Wallace, Ruth Anderson, and John Nordlinger. "Game-themed programming assignments." ACM SIGCSE Bulletin 40, no. 1 (2008): 300–304. http://dx.doi.org/10.1145/1352322.1352241.

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Joy, M., and M. Luck. "Plagiarism in programming assignments." IEEE Transactions on Education 42, no. 2 (1999): 129–33. http://dx.doi.org/10.1109/13.762946.

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Becker, Katrin. "Grading programming assignments using rubrics." ACM SIGCSE Bulletin 35, no. 3 (2003): 253. http://dx.doi.org/10.1145/961290.961613.

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Price, Blaine, and Marian Petre. "Teaching programming through paperless assignments." ACM SIGCSE Bulletin 29, no. 3 (1997): 94–99. http://dx.doi.org/10.1145/268809.268849.

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Sankaranarayanan, Sreecharan, Siddharth Reddy Kandimalla, Mengxin Cao, et al. "Designing for learning during collaborative projects online: tools and takeaways." Information and Learning Sciences 121, no. 7/8 (2020): 569–77. http://dx.doi.org/10.1108/ils-04-2020-0095.

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Purpose In response to the evolving COVID-19 pandemic, many universities have transitioned to online instruction. With learning promising to be online, at least in part, for the near future, instructors may be thinking of providing online collaborative learning opportunities to their students who are increasingly isolated from their peers because of social distancing guidelines. This paper aims to provide design recommendations for online collaborative project-based learning exercises based on this research in a software engineering course at the university level. Design/methodology/approach T

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Greening, Tony. "Students seen flocking in programming assignments." ACM SIGCSE Bulletin 32, no. 3 (2000): 93–96. http://dx.doi.org/10.1145/353519.343091.

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Rosales, Francisco, Antonio Garcia, Santiago Rodriguez, JosÉ L. Pedraza, Rafael Mendez, and Manuel M. Nieto. "Detection of Plagiarism in Programming Assignments." IEEE Transactions on Education 51, no. 2 (2008): 174–83. http://dx.doi.org/10.1109/te.2007.906778.

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Benson, M. "Machine assisted marking of programming assignments." ACM SIGCSE Bulletin 17, no. 3 (1985): 24–25. http://dx.doi.org/10.1145/382208.382516.

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Ceylan, Huseyin. "Optimal Design of Signal Controlled Road Networks Using Differential Evolution Optimization Algorithm." Mathematical Problems in Engineering 2013 (2013): 1–11. http://dx.doi.org/10.1155/2013/696374.

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This study proposes a traffic congestion minimization model in which the traffic signal setting optimization is performed through a combined simulation-optimization model. In this model, the TRANSYT traffic simulation software is combined with Differential Evolution (DE) optimization algorithm, which is based on the natural selection paradigm. In this context, the EQuilibrium Network Design (EQND) problem is formulated as a bilevel programming problem in which the upper level is the minimization of the total network performance index. In the lower level, the traffic assignment problem, which r

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Cummins, Stephen, Liz Burd, and Andrew Hatch. "Investigating shareable feedback tags for programming assignments." Computer Science Education 21, no. 1 (2011): 81–103. http://dx.doi.org/10.1080/08993408.2011.557584.

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Lawhead, Pam, Michaele E. Duncan, Constance G. Bland, Michael Goldweber, Madeleine Schep, and David J. Barnes. "Legos, Java and programming assignments for CS1." ACM SIGCSE Bulletin 35, no. 1 (2003): 47–48. http://dx.doi.org/10.1145/792548.611898.

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Dawson-Howe, Kenneth M. "Automatic submission and administration of programming assignments." ACM SIGCSE Bulletin 28, no. 2 (1996): 40–42. http://dx.doi.org/10.1145/228296.228303.

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Singh, Rishabh, Sumit Gulwani, and Armando Solar-Lezama. "Automated feedback generation for introductory programming assignments." ACM SIGPLAN Notices 48, no. 6 (2013): 15–26. http://dx.doi.org/10.1145/2499370.2462195.

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Wallace, Susan R., and F. Layne Wallace. "Two neural network programming assignments using arrays." ACM SIGCSE Bulletin 23, no. 1 (1991): 43–47. http://dx.doi.org/10.1145/107005.107014.

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Roth, Alvin E., Uriel G. Rothblum, and John H. Vande Vate. "Stable Matchings, Optimal Assignments, and Linear Programming." Mathematics of Operations Research 18, no. 4 (1993): 803–28. http://dx.doi.org/10.1287/moor.18.4.803.

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Stevenson, Daniel E., and Paul J. Wagner. "Developing real-world programming assignments for CS1." ACM SIGCSE Bulletin 38, no. 3 (2006): 158–62. http://dx.doi.org/10.1145/1140123.1140167.

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