Finish web
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Charlotte Van Petegem
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70ec2fb2d7
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2 changed files with 145 additions and 25 deletions
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@ -532,6 +532,14 @@
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file = {/home/charlotte/sync/Zotero/storage/XVUQVM6A/Blikstein et al. - 2014 - Programming Pluralism Using Learning Analytics to.pdf}
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}
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@article{bloom1956handbook,
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title = {Handbook {{I}}: Cognitive Domain},
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author = {Bloom, Benjamin S and Engelhart, Max D and Furst, {\relax EJ} and Hill, Walker H and Krathwohl, David R},
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year = {1956},
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journal = {New York: David McKay},
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file = {/home/charlotte/sync/Zotero/storage/32VDQ3EH/Bloom et al. - 1956 - Handbook I cognitive domain.pdf}
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}
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@article{boctorActivelearningStrategiesUse2013,
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title = {Active-Learning Strategies: {{The}} Use of a Game to Reinforce Learning in Nursing Education. {{A}} Case Study},
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shorttitle = {Active-Learning Strategies},
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@ -625,6 +633,25 @@
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howpublished = {Zenodo}
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}
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@article{brusilovskyIndividualizedExercisesSelfassessment2005,
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title = {Individualized Exercises for Self-Assessment of Programming Knowledge: {{An}} Evaluation of {{QuizPACK}}},
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shorttitle = {Individualized Exercises for Self-Assessment of Programming Knowledge},
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author = {Brusilovsky, Peter and Sosnovsky, Sergey},
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year = {2005},
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month = sep,
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journal = {Journal on Educational Resources in Computing},
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volume = {5},
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number = {3},
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pages = {6--es},
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issn = {1531-4278},
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doi = {10.1145/1163405.1163411},
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url = {https://dl.acm.org/doi/10.1145/1163405.1163411},
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urldate = {2024-02-09},
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abstract = {Individualized exercises are a promising feature in promoting modern e-learning. The focus of this article is on the QuizPACK system, which is able to generate parameterized exercises for the C language and automatically evaluate the correctness of student answers. We introduce QuizPACK and present the results of its comprehensive classroom evaluation during four consecutive semesters. Our studies demonstrate that when QuizPACK is used for out-of-class self-assessment, it is an exceptional learning tool. The students' work with QuizPACK significantly improved their knowledge of semantics and positively affected higher-level knowledge and skills. The students themselves praised the system highly as a learning tool. We also demonstrated that the use of the system in self-assessment mode can be significantly increased by basing later classroom paper-and-pencil quizzes on QuizPACK questions, motivating students to practice them more.},
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keywords = {assessment,classroom study,code execution,E-learning,individualized exercises,introductory programming,parameterized questions},
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file = {/home/charlotte/sync/Zotero/storage/CRSCG93F/Brusilovsky and Sosnovsky - 2005 - Individualized exercises for self-assessment of pr.pdf;/home/charlotte/sync/Zotero/storage/UAJJT4E4/brusilovsky2005.pdf.pdf}
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}
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@inproceedings{caizaProgrammingAssignmentsAutomatic2013,
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title = {Programming Assignments Automatic Grading: Review of Tools and Implementations},
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shorttitle = {Programming Assignments Automatic Grading},
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@ -874,6 +901,24 @@
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file = {/home/charlotte/sync/Zotero/storage/X4THCVSY/cronfa43520.html}
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}
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@article{dalyPatternsPlagiarism2005,
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title = {Patterns of Plagiarism},
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author = {Daly, Charlie and Horgan, Jane},
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year = {2005},
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month = feb,
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journal = {ACM SIGCSE Bulletin},
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volume = {37},
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number = {1},
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pages = {383--387},
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issn = {0097-8418},
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doi = {10.1145/1047124.1047473},
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url = {https://dl.acm.org/doi/10.1145/1047124.1047473},
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urldate = {2024-02-09},
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abstract = {We used a new technique to analyse how students plagiarise programs in an introductory programming course. This involved placing a watermark on a student's program and monitoring programs for the watermark during assignment submission. We obtained and analysed extensive and objective data on student plagiarising behaviour. In contrast to the standard plagiarism detection approaches based on pair comparison, the watermark based approach allows us to distinguish between the supplier and the recipient of the code. This gives us additional insight into student behaviour. We found that the dishonest students did not perform significantly worse than the honest students in the exams. However, when dishonest students are further classified into supplier and recipient, it emerged that the recipient students performed significantly worse than the suppliers.},
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keywords = {automatic evaluation,introductory computer programming,plagiarism,watermarks},
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file = {/home/charlotte/sync/Zotero/storage/4HCXLJA3/Daly and Horgan - 2005 - Patterns of plagiarism.pdf;/home/charlotte/sync/Zotero/storage/BL28PSWT/daly2005.pdf.pdf}
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}
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@techreport{danielsonFinalReportAutomated1976,
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title = {Final {{Report}} on the {{Automated Computer Science Education System}}},
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author = {Danielson, R. L. and Others, And},
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@ -1079,6 +1124,20 @@
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file = {/home/charlotte/sync/Zotero/storage/CU7556ZS/Dutt et al. - 2017 - A Systematic Review on Educational Data Mining.pdf;/home/charlotte/sync/Zotero/storage/87M7RKHE/7820050.html}
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}
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@article{edwardsExperiencesUsingTestdriven2007,
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title = {Experiences Using Test-Driven Development with an Automated Grader},
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author = {Edwards, Stephen H. and {P{\'e}rez-Qui{\~n}ones}, Manuel A.},
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year = {2007},
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month = jan,
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journal = {Journal of Computing Sciences in Colleges},
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volume = {22},
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number = {3},
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pages = {44--50},
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issn = {1937-4771},
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abstract = {Including software testing practices in programming assignments has moved from a novel idea to accepted practice in recent years. Further, testing frameworks have spurred renewed interest in new approaches to automated grading, with some systems specifically aiming to give feedback on software testing skills. As more educators consider incorporating testing techniques in their own courses, lessons learned from using testing in the classroom as well as from using automated grading systems become more valuable. This paper summarizes experiences in using software testing in CS1- and CS2-level courses over the past three years. Among these experiences, this paper focuses on student perceptions of automated grading tools and how they might be addressed, approaches to designing project specifications, and strategies for providing meaningful feedback to students that can help improve their performance and reduce their frustration.},
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file = {/home/charlotte/sync/Zotero/storage/RYA3T7IP/Edwards and Pérez-Quiñones - 2007 - Experiences using test-driven development with an .pdf}
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}
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@inproceedings{edwardsSeparationSyntaxProblem2018,
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title = {Separation of Syntax and Problem Solving in {{Introductory Computer Programming}}},
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booktitle = {2018 {{IEEE Frontiers}} in {{Education Conference}} ({{FIE}})},
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@ -1970,6 +2029,24 @@
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file = {/home/charlotte/sync/Zotero/storage/XWEESBAS/Jones - 2001 - Grading student programs- a software testing appro.pdf}
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}
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@article{joyBossOnlineSubmission2005,
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title = {The Boss Online Submission and Assessment System},
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author = {Joy, Mike and Griffiths, Nathan and Boyatt, Russell},
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year = {2005},
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month = sep,
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journal = {Journal on Educational Resources in Computing},
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volume = {5},
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number = {3},
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pages = {2--es},
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issn = {1531-4278},
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doi = {10.1145/1163405.1163407},
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url = {https://dl.acm.org/doi/10.1145/1163405.1163407},
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urldate = {2024-02-09},
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abstract = {Computer programming lends itself to automated assessment. With appropriate software tools, program correctness can be measured, along with an indication of quality according to a set of metrics. Furthermore, the regularity of program code allows plagiarism detection to be an integral part of the tools that support assessment. In this paper, we describe a submission and assessment system, called BOSS, that supports coursework assessment through collecting submissions, performing automatic tests for correctness and quality, checking for plagiarism, and providing an interface for marking and delivering feedback. We describe how automated assessment is incorporated into BOSS such that it supports, rather than constrains, assessment. The pedagogic and administrative issues that are affected by the assessment process are also discussed.},
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keywords = {automated assessment,Online submission,programming languages},
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file = {/home/charlotte/sync/Zotero/storage/6MUNQDNW/Joy et al. - 2005 - The boss online submission and assessment system.pdf;/home/charlotte/sync/Zotero/storage/EQA2HWED/joy2005.pdf.pdf}
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}
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@article{kailaRedesigningObjectOrientedProgramming2016,
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title = {Redesigning an {{Object-Oriented Programming Course}}},
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author = {Kaila, Erkki and Kurvinen, Einari and Lokkila, Erno and Laakso, Mikko-Jussi},
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@ -2100,7 +2177,8 @@
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abstract = {The paper contains a description of the SPOJ online judge and contester system, used for E-Learning of programming, which has been successfully applied in the tuition of students at the Gda{\'n}sk University of Technology. We study the implementation of the system with security demands and present our experiences connected with the use of such systems in academic courses at an undergraduate and graduate level in the last four years.},
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isbn = {978-3-540-78139-4},
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langid = {english},
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keywords = {Contest Organizer,Master Node,Pass Threshold,Programming Assignment,Security Demand}
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keywords = {Contest Organizer,Master Node,Pass Threshold,Programming Assignment,Security Demand},
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file = {/home/charlotte/sync/Zotero/storage/9Q4KRSFA/application-of-an-online-judge--contester-system-in-academic-tui.pdf.pdf}
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}
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@article{kovacicPredictingStudentSuccess2012,
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@ -4084,6 +4162,16 @@
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langid = {english}
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}
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@article{wagner2000plagiarism,
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title = {Plagiarism by Student Programmers},
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author = {Wagner, Neal R},
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year = {2000},
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journal = {The University of Texas at San Antonio Division Computer Science San Antonio, TX},
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volume = {78249},
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publisher = {{Citeseer}},
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file = {/home/charlotte/sync/Zotero/storage/NHLWSAV9/Wagner - 2000 - Plagiarism by student programmers.pdf}
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}
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@article{wasikSurveyOnlineJudge2018,
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title = {A {{Survey}} on {{Online Judge Systems}} and {{Their Applications}}},
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author = {Wasik, Szymon and Antczak, Maciej and Badura, Jan and Laskowski, Artur and Sternal, Tomasz},
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