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Charlotte Van Petegem 2024-02-07 17:16:33 +01:00
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@ -194,11 +194,11 @@ The way people use computers has changed significantly, and the way assessment s
Note that while the previous section was complete (as far as we could find), this section is decidedly not so.
At this point, the explosion of automated assessment systems/automated grading systems for programming education had already set in.
To describe all platforms would take a full dissertation in and of itself.
So from now on, we will pick and choose systems that brought new and interesting ideas that stood the test of time[fn:: The ideas, not the platforms. As far as we know none of the platforms described in this section are still in use.].
So from now on, we will pick and choose systems that brought new and interesting ideas that stood the test of time.[fn:: The ideas, not the platforms. As far as we know none of the platforms described in this section are still in use.]
ACSES, by [cite/t:@nievergeltACSESAutomatedComputer1976], was envisioned as a full course for learning computer programming.
They even designed it as a full replacement for a course: it was the first system that integrated both instructional texts and exercises.
Students following this course would not need personal instruction[fn:: In the modern day, this would probably be considered a MOOC (except that it obviously wasn't an online course).].
Students following this course would not need personal instruction.[fn:: In the modern day, this would probably be considered a MOOC (except that it obviously wasn't an online course).]
Another good example of this generation of grading systems is the system by [cite/t:@isaacson1989automating].
They describe the functioning of a UNIX shell script, that automatically e-mails students if their code did not compile, or if they had incorrect outputs.
@ -211,7 +211,7 @@ He identifies several issues with gathering students' source files, and then com
Students could write destructive code that destroys the teacher's files, or even write a clever program that alters their grades (and covers its tracks while doing so).
His TRY system therefore has the avoidance of teachers testing their students' programs as an explicit goal.
Another goal was avoiding giving the inputs that the program was tested on to students.
These goals were mostly achieved using the UNIX =setuid= mechanism[fn:: Note that students were thus using the same machine as the instructor, i.e., they were using a true multi-user system, as in common use at the time.].
These goals were mostly achieved using the UNIX =setuid= mechanism.[fn:: Note that students were thus using the same machine as the instructor, i.e., they were using a true multi-user system, as in common use at the time.]
Every attempt was also recorded in a log file in the teacher's directory.
Generality of programming language was achieved through intermediate build and test scripts that had to be provided by the teacher.