Using automatic machine assessment to teach computer programming

We report on an intervention in which informal programming labs were switched to a weekly machine-evaluated test for a second year Data Structures and Algorithms module. Using the online HackerRank system, we investigated whether greater constructive alignment between course content and the exam wou...

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Bibliographic Details
Published in:Computer science education Vol. 27; no. 3-4; pp. 197 - 214
Main Authors: Maguire, Phil, Maguire, Rebecca, Kelly, Robert
Format: Journal Article
Language:English
Published: Norwood Routledge 02.10.2017
Taylor & Francis Ltd
Subjects:
Algorithms
Automation
Computer programming
Computer Science Education
Confidence
Course Content
Data structures
Error Correction
Failure rates
Foreign Countries
Instructional Effectiveness
Intervention
Learning Modules
On-line systems
Programming
Questionnaires
Regression (Statistics)
Regression models
Statistical Analysis
Students
Teaching Methods
Test Scoring Machines
Undergraduate Students
Ireland
ISSN:0899-3408, 1744-5175
Online Access:Get full text
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Summary:We report on an intervention in which informal programming labs were switched to a weekly machine-evaluated test for a second year Data Structures and Algorithms module. Using the online HackerRank system, we investigated whether greater constructive alignment between course content and the exam would result in lower failure rates. After controlling for known associates, a hierarchical regression model revealed that HackerRank performance was the best predictor of exam performance, accounting for 18% of the variance in scores. Extent of practice and confidence in programming ability emerged as additional significant predictors. Although students expressed negativity towards the automated system, the overall failure rate was halved, and the number of students gaining first class honours tripled. We infer that automatic machine assessment better prepares students for situations where they have to write code by themselves by eliminating reliance on external sources of help and motivating the development of self-sufficiency.
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ISSN:0899-3408
1744-5175
DOI:10.1080/08993408.2018.1435113