Coping with plagiarism and grading load: Randomized programming assignments and reflective grading

Programming assignments often suffer from plagiarism and lack of feedback. The Jarpeb system creates individually randomized assignments, grades the students' programs by utilizing Java's reflective evaluation capabilities, and allows students to submit their grade through the web by signi...

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Vydáno v:Computer applications in engineering education Ročník 15; číslo 2; s. 113 - 123
Hlavní autoři: Spinellis, Diomidis, Zaharias, Panagiotis, Vrechopoulos, Adam
Médium: Journal Article
Jazyk:angličtina
Vydáno: Hoboken Wiley Subscription Services, Inc., A Wiley Company 2007
Témata:
Cryptography
Dependent variables
Education
Evaluation
grading
Java
Java (programming language)
Learning
plagiarism
Programming
reflection
Students
ISSN:1061-3773, 1099-0542
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Shrnutí:Programming assignments often suffer from plagiarism and lack of feedback. The Jarpeb system creates individually randomized assignments, grades the students' programs by utilizing Java's reflective evaluation capabilities, and allows students to submit their grade through the web by signing their grade with a cryptographically strong checksum. Jarpeb's empirical evaluation included as the dependent variables important learners' dimensions: plagiarism, understanding, learning, fairness, difficulty, fun, and interest. The results indicate that Jarpeb contributes to the reduction of plagiarism, increases the understanding, and learning of the course subject while also increasing the perceived fairness, fun, and interest of the learners. The system, however, proved to increase the difficulty of the related exercises. We discuss the implications for educators and outline specific future research directions. © 2007 Wiley Periodicals, Inc. Comput Appl Eng Educ. 15: 113–123, 2007; Published online in Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae.20096
Bibliografie:ark:/67375/WNG-3XVQ7VHL-C
ArticleID:CAE20096
istex:71A0E659592B4C1D3544D859EACE331EC3F132A6
ObjectType-Article-2
SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 23
ISSN:1061-3773
1099-0542
DOI:10.1002/cae.20096