Measuring Students’ Performance on Programming Tasks
| Authors | |
|---|---|
| Year of publication | 2019 |
| Type | Article in Proceedings |
| Conference | Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale (L@S '19) |
| MU Faculty or unit | |
| Citation | EFFENBERGER, Tomáš and Radek PELÁNEK. Measuring Students’ Performance on Programming Tasks. Online. In Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale (L@S '19). New York: ACM, 2019, p. "26:1"-"26:4", 4 pp. ISBN 978-1-4503-6804-9. Available from: https://dx.doi.org/10.1145/3330430.3333639. |
| web | Plný text článku |
| Doi | http://dx.doi.org/10.1145/3330430.3333639 |
| Keywords | performance measures;introductory programming;student modeling |
| Description | Large scale learning systems for introductory programming need to be able to automatically assess the quality of students' performance on programming tasks. This assessment is done using a performance measure, which provides feedback to students and teachers, and an input to the domain, student and tutor models. The choice of a good performance measure is nontrivial, since the performance of students can be measured in many ways, and the design of measure can interact with the adaptive features of a learning system or imperfections in the used domain model. We discuss the important design decisions and illustrate the process of an iterative design and evaluation of a performance measure in a case study. |
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