Validity of a graph-based automatic assessment system for programming assignments: human versus automatic grading

Programming is a very complex and challenging subject to teach and learn. A strategy guaranteed to deliver proven results has been intensive and continual training. However, this strategy holds an extra workload for the teachers with huge numbers of programming assignments to evaluate in a fair and...

Celý popis

Uloženo v:
Podrobná bibliografie
Vydáno v:International journal of electrical and computer engineering (Malacca, Malacca) Ročník 12; číslo 3; s. 2867
Hlavní autoři: Zougari, Soundous, Tanana, Mariam, Lyhyaoui, Abdelouahid
Médium: Journal Article
Jazyk:angličtina
Vydáno: Yogyakarta IAES Institute of Advanced Engineering and Science 01.06.2022
Témata:
Computer programming
Distance learning
Empirical analysis
Evaluation
Learning
Prototypes
Reliability analysis
Students
Teachers
ISSN:2088-8708, 2722-2578, 2088-8708
On-line přístup:Získat plný text
Tagy: Přidat tag
Žádné tagy, Buďte první, kdo vytvoří štítek k tomuto záznamu!
Popis
Shrnutí:Programming is a very complex and challenging subject to teach and learn. A strategy guaranteed to deliver proven results has been intensive and continual training. However, this strategy holds an extra workload for the teachers with huge numbers of programming assignments to evaluate in a fair and timely manner. Furthermore, under the current COVID-19 distance teaching circumstances, regular assessment is a fundamental feedback mechanism. It ensures that students engage in learning as well as determines the extent to which they reached the expected learning goals, in this new learning reality. In sum, automating the assessment process will be particularly appreciated by the instructors and highly beneficial to the students. The purpose of this paper is to investigate the feasibility of automatic assessment in the context of computer programming courses. Thus, a prototype based on merging static and dynamic analysis was developed. Empirical evaluation of the proposed grading tool within an introductory C-language course has been presented and compared to manually assigned marks. The outcomes of the comparative analysis have shown the reliability of the proposed automatic assessment prototype.
Bibliografie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:2088-8708
2722-2578
2088-8708
DOI:10.11591/ijece.v12i3.pp2867-2875