Add screenshot of Web-CAT to introduction

bibliography.bib

@@ -1248,6 +1248,16 @@
   file = {/home/charlotte/sync/Zotero/storage/9VQMRN4M/Edwards and Perez-Quinones - 2008 - Web-CAT automatically grading programming assignm.pdf}
 }
 
+@inproceedings{edwardsWebCATWebbasedCenter2006,
+  title = {Web-{{CAT}} : The {{Web-based Center}} for {{Automated Testing}}},
+  shorttitle = {Web-{{CAT}}},
+  author = {Edwards, S.},
+  year = {2006},
+  url = {https://www.semanticscholar.org/paper/Web-CAT-%3A-the-Web-based-Center-for-Automated-Edwards/9bad816ad294dfdf13599a7e3ac11e72d77af7fc},
+  urldate = {2024-02-20},
+  abstract = {The Web-CAT software system for evaluating student programming assignments has had substantial impact both within Virginia Tech and in other universities. Web-CAT, the Web-based Center for Automated Testing, is a tool that provides rapid, directed comments on student work, encourages students to write software tests for their own work, and empowers students with the responsibility of demonstrating the correctness and validity of their own programs. Web-CAT has allowed Dr. Edwards to transform the way programming assignments are given and assessed in our freshman and sophomore CS programming courses. While students have always focused on ``writing code,'' Web-CAT has given instructors a tool that encourages students to step back and reflect on their own work and what they are trying to achieve. Web-CAT does not grade student programs for correctness{\textemdash}instead, the student is responsible for demonstrating correctness by writing and running test cases. Each test case is a minihypothesis about how the student believes his or her program should work, and students continually write, refine, and experimentally validate these hypotheses as they develop solutions. Web-CAT then grades students on how well they test their own programs, that is, how rigorous and convincing is their own demonstration of the correctness of their own work. As a result, students learn more and produce higher-quality code. Students who use Web-CAT produce an average of 28\% fewer program bugs, are more likely to turn their work in on time, and receive higher scores. Further, students see clear benefits to using Web-CAT, since it increases their confidence in the correctness of their own work, helps them incrementally develop solutions, and reduces some of the most frustrating factors that cause students to fail to complete working solutions. The lessons learned from these development efforts have been disseminated through journal articles, conference papers, demonstrations, poster presentations, workshop papers, and four tutorials at national conferences.}
+}
+
 @article{elbadrawyPredictingStudentPerformance2016,
   title = {Predicting {{Student Performance Using Personalized Analytics}}},
   author = {Elbadrawy, Asmaa and Polyzou, Agoritsa and Ren, Zhiyun and Sweeney, Mackenzie and Karypis, George and Rangwala, Huzefa},

book.org

@@ -375,6 +375,13 @@ Perhaps the most famous example of the first web-based platforms is Web-CAT\nbsp
 In addition to being one of the first web-based automated assessment platforms, it also asked the students to write their own tests.
 The coverage that these tests achieved was part of the testing done by the platform.
 Tests are written using standard unit testing frameworks\nbsp{}[cite:@edwardsExperiencesUsingTestdriven2007].
+An example of Web-CAT's submission screen can be seen in Figure\nbsp{}[[fig:introductionwebcatsubmission]].
+
+
+#+CAPTION: Example of Web-CAT's submission screen for students.
+#+CAPTION: Image taken from\nbsp{}[cite/t:@edwardsWebCATWebbasedCenter2006].
+#+NAME: fig:introductionwebcatsubmission
+[[./images/introductionwebcatsubmission.png]]
 
 This is also the time when we first start to see mentions of plagiarism and plagiarism detection in the context of automated assessment, presumably because the internet made plagiarizing a lot easier.
 In one case at MIT over 30% of students were found to be plagiarizing\nbsp{}[cite:@wagner2000plagiarism].