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Impact of auto-grading on an introductory computing course

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Fred MartinAuthors Info & Claims

Journal of Computing Sciences in Colleges, Volume 28, Issue 6

Pages 69 - 75

Published: 01 June 2013 Publication History

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Abstract

This project presents and assesses the impact of a pedagogical tool, called Bottlenose, deployed in an introductory Computer Science course. Bottlenose is a web-based framework that accepts student submissions and presents immediate feedback. Students may submit any number of times before the assignment due date. We expect them to use the feedback from previous submissions to improve their subsequent submissions. We compared student behavior on assignments against previous semesters, which used the same assignments, but with no automated feedback system. We observed that students, when using the feedback system, make more submissions per assignment, indicating that students were leveraging feedback to improve their programs.

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Evans AMonga MLonati VBarendsen ESheard JPaterson J(2024)Integrating Automated Feedback into a Creative Coding CourseProceedings of the 2024 on Innovation and Technology in Computer Science Education V. 210.1145/3649405.3659490(799-799)Online publication date: 8-Jul-2024
https://dl.acm.org/doi/10.1145/3649405.3659490
Sherif EEverson JKivuva FKirdani-Ryan MKo A(2024)Exploring the Impact of Assessment Policies on Marginalized Students' Experiences in Post-Secondary Programming CoursesProceedings of the 2024 ACM Conference on International Computing Education Research - Volume 110.1145/3632620.3671100(233-245)Online publication date: 12-Aug-2024
https://dl.acm.org/doi/10.1145/3632620.3671100
Cambaz DZhang XStephenson BStone JBattestilli LRebelsky SShoop L(2024)Use of AI-driven Code Generation Models in Teaching and Learning Programming: a Systematic Literature ReviewProceedings of the 55th ACM Technical Symposium on Computer Science Education V. 110.1145/3626252.3630958(172-178)Online publication date: 7-Mar-2024
https://dl.acm.org/doi/10.1145/3626252.3630958

Index Terms

Impact of auto-grading on an introductory computing course
1. Applied computing
  1. Enterprise computing
2. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Computing education programs
        Computer science education

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cover image Journal of Computing Sciences in Colleges

Journal of Computing Sciences in Colleges Volume 28, Issue 6

June 2013

203 pages

ISSN:1937-4771

EISSN:1937-4763

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Consortium for Computing Sciences in Colleges

Evansville, IN, United States

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Published: 01 June 2013

Published in JCSC Volume 28, Issue 6

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Evans AMonga MLonati VBarendsen ESheard JPaterson J(2024)Integrating Automated Feedback into a Creative Coding CourseProceedings of the 2024 on Innovation and Technology in Computer Science Education V. 210.1145/3649405.3659490(799-799)Online publication date: 8-Jul-2024
https://dl.acm.org/doi/10.1145/3649405.3659490
Sherif EEverson JKivuva FKirdani-Ryan MKo A(2024)Exploring the Impact of Assessment Policies on Marginalized Students' Experiences in Post-Secondary Programming CoursesProceedings of the 2024 ACM Conference on International Computing Education Research - Volume 110.1145/3632620.3671100(233-245)Online publication date: 12-Aug-2024
https://dl.acm.org/doi/10.1145/3632620.3671100
Cambaz DZhang XStephenson BStone JBattestilli LRebelsky SShoop L(2024)Use of AI-driven Code Generation Models in Teaching and Learning Programming: a Systematic Literature ReviewProceedings of the 55th ACM Technical Symposium on Computer Science Education V. 110.1145/3626252.3630958(172-178)Online publication date: 7-Mar-2024
https://dl.acm.org/doi/10.1145/3626252.3630958

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Gamified Modules for an Introductory Statistics Course and Their Impact on Attitudes and Learning

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