scholarly journals Investigating the Feasibility of Automatic Assessment of Programming Tasks

10.28945/4150 ◽  
2018 ◽  
Vol 17 ◽  
pp. 201-223
Author(s):  
Janet Liebenberg ◽  
Vreda Pieterse
Keyword(s):  
Assessment Tool ◽  
Assessment Methods ◽  
Future Research ◽  
Automatic Assessment ◽  
First Year Students ◽  
Java Programming ◽  
High Achieving Students ◽  
Use Of Technology ◽  
Functional Correctness ◽  
High Achieving

Aim/Purpose: The aims of this study were to investigate the feasibility of automatic assessment of programming tasks and to compare manual assessment with automatic assessment in terms of the effect of the different assessment methods on the marks of the students. Background: Manual assessment of programs written by students can be tedious. The assistance of automatic assessment methods might possibly assist in reducing the assessment burden, but there may be drawbacks diminishing the benefits of applying automatic assessment. The paper reports on the experience of a lecturer trying to introduce automated grading. Students’ solutions to a practical Java programming test were assessed both manually and automatically and the lecturer tied the experience to the unified theory of acceptance and use of technology (UTAUT). Methodology: The participants were 226 first-year students registered for a Java programming course. Of the tests the participants submitted, 214 were assessed both manually and automatically. Various statistical methods were used to compare the manual assessment of student’s solutions with the automatic assessment of the same solutions. A detailed investigation of reasons for differences was also carried out. A further data collection method was the lecturer’s reflection on the feasibility of automatic assessment of programming tasks based on the UTAUT. Contribution: This study enhances the knowledge regarding benefits and drawbacks of automatic assessment of students’ programming tasks. The research contributes to the UTAUT by applying it in a context where it has hardly been used. Furthermore, the study is a confirmation of previous work stating that automatic assessment may be less reliable for students with lower marks, but more trustworthy for the high achieving students. Findings: An automatic assessment tool verifying functional correctness might be feasible for assessment of programs written during practical lab sessions but could be less useful for practical tests and exams where functional, conceptual and structural correctness should be evaluated. In addition, the researchers found that automatic assessment seemed to be more suitable for assessing high achieving students. Recommendations for Practitioners: This paper makes it clear that lecturers should know what assessment goals they want to achieve. The appropriate method of assessment should be chosen wisely. In addition, practitioners should be aware of the drawbacks of automatic assessment before choosing it. Recommendation for Researchers: This work serves as an example of how researchers can apply the UTAUT theory when conducting qualitative research in different contexts. Impact on Society: The study would be of interest to lecturers considering automated assessment. The two assessments used in the study are typical of the way grading takes place in practice and may help lecturers understand what could happen if they switch from manual to automatic assessment. Future Research: Investigate the feasibility of automatic assessment of students’ programming tasks in a practical lab environment while accounting for structural, functional and conceptual assessment goals.

Automated Assessment of Free Text Questions for MOOC Using Regular Expressions

2014 ◽  
Vol 27 (2) ◽  
pp. 1-13 ◽  
Author(s):  
Enrique Sánchez Acosta ◽  
Juan José Escribano Otero
Keyword(s):  
Online Education ◽  
Assessment Tool ◽  
Assessment System ◽  
Question Type ◽  
Assessment Instruments ◽  
Free Text ◽  
Regular Expressions ◽  
Automatic Assessment ◽  
Use Of Technology ◽  
Short Answer Question

Presently, most platforms used on the selection of Massive Open Online Courses (MOOC) available online have various automated methods of assessment. These type of tools are based on applications that analyze the answers using a pre-correction algorithm. Most of these programs run several types of automatic assessment, but the possible use of the technology for each of them differs with respect to the kind of automation applied. The role of technology in the objective test for online education has become extremely common, so it can be found in various MOOC platforms with this type of questions or quizzes, because the assessment system can be fully computerized (from the test design to its correction and reporting). However, not all of the assessment instruments can be easily implemented in automatic mode with the use of technology. This paper seeks to research and clarify a type of assessment tool in which the use of technologies is quite low, namely, the essay question type and within them, the short answer question type or free text question type, using regular expressions. The large number of students who would be in MOOC prevents a teacher from assessing responses of thousands of students in a finite time without the aid of technology. This research analyzes the results of an MOOC from hundreds of students to verify that the use of regular expressions in an MOOC platform is not only recommended but also necessary.

Technology in the Classroom: Teachers’ Technology Choices in Relation to Content Creation and Distribution

10.28945/4201 ◽  
2019 ◽  
Keyword(s):  
Mobile Technology ◽  
Private School ◽  
Technology Use ◽  
Case Study Research ◽  
Educational Experience ◽  
Mobile Technologies ◽  
Future Research ◽  
Content Creation ◽  
Use Of Technology ◽  
Prime Concern

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Teachers are being asked to integrate mobile technologies into their content creation and distribution tasks. This research aims to provide an understanding of teachers taking on this process and whether the use of technology has influenced their content creation and distribution in the classroom. Background: Many claim that the use of technology for content creation and distribution can only enhance and improve the educational experience. However, for teachers it is not simply the integration of technology that is of prime concern. As teachers are ultimately responsible for the success of technology integration, it is essential to understand teachers’ viewpoints and lived technology experiences. Methodology: The Task-Technology Fit (TTF) model was used to guide interpretive case study research. Six teachers were purposively sampled and interviewed from a private school where a digital strategy is already in place. Data was then analysed using directed content analysis in relation to TTF. Contribution: This paper provides an understanding of teachers’ mobile technology choices in relation to content creation and distribution tasks. Findings: Findings indicate that teachers fit technology into their tasks if they perceive the technology has a high level of benefit to the teaching task. In addition, the age of learners and the subject being taught are major influencers. Recommendations for Practitioners: Provides a more nuanced and in-depth understanding of teachers’ technology choices, which is necessary for the technology augmented educational experience of the future. Recommendations for Researchers: Provides an unbiased and theoretically guided view of mobile technology use with content creation and distribution tasks. Impact on Society: Teachers do not appear to use technology as a de facto standard, but specifically select technology which will save them time, reduce costs, and improve the educational experiences of their learners. Future Research: A mixed-method approach, including several diverse schools as well as learners would enrich the findings. Furthermore, consideration of hardware limitations and lack of software features are needed.

Concept–based Analysis of Java Programming Errors among Low, Average and High Achieving Novice Programmers

10.28945/4246 ◽  
2019 ◽  
Keyword(s):  
Undergraduate Students ◽  
Classroom Practice ◽  
Group Discussion ◽  
Intervention Strategy ◽  
Practice Volume ◽  
Future Research ◽  
Achievement Level ◽  
Java Programming ◽  
Ability Levels ◽  
Programming Errors

[This Proceedings paper was revised and published in the 2019 issue of the Journal of Information Technology Education: Innovations in Practice, Volume 18.] Aim/Purpose: The study examined types of errors made by novice programmers in different Java concepts with students of different ability levels in programming as well as the perceived causes of such errors. Background: To improve code writing and debugging skills, efforts have been made to taxonomize programming errors and their causes. However, most of the studies employed omnibus approaches, i.e. without consideration of different programing concepts and ability levels of the trainee programmers. Such concepts and ability specific errors identification and classifications are needed to advance appropriate intervention strategy. Methodology: A sequential exploratory mixed method design was adopted. The sample was an intact class of 124 Computer Science and Engineering undergraduate students grouped into three achievement levels based on first semester performance in a Java programming course. The submitted codes in the course of second semester exercises were analyzed for possible errors, categorized and grouped across achievement level. The resulting data were analyzed using descriptive statistics as well as Pearson product correlation coefficient. Qualitative analyses through interviews and focused group discussion (FGD) were also employed to identify reasons for the committed errors. Contribution:The study provides a useful concept-based and achievement level specific error log for the teaching of Java programming for beginners. Findings: The results identified 598 errors with Missing symbols (33%) and Invalid symbols (12%) constituting the highest and least committed errors respec-tively. Method and Classes concept houses the highest number of errors (36%) followed by Other Object Concepts (34%), Decision Making (29%), and Looping (10%). Similar error types were found across ability levels. A significant relationship was found between missing symbols and each of Invalid symbols and Inappropriate Naming. Errors made in Methods and Classes were also found to significantly predict that of Other Object concepts. Recommendations for Practitioners: To promote better classroom practice in the teaching of Java programming, findings for the study suggests instructions to students should be based on achievement level. In addition to this, learning Java programming should be done with an unintelligent editor. Recommendations for Researchers: Research could examine logic or semantic errors among novice programmers as the errors analyzed in this study focus mainly on syntactic ones. Impact on Society: The digital age is code-driven, thus error analysis in programming instruction will enhance programming ability, which will ultimately transform novice programmers into experts, particularly in developing countries where most of the software in use is imported. Future Research: Researchers could look beyond novice or beginner programmers as codes written by intermediate or even advanced programmers are still not often completely error free.

scholarly journals Concussion in para sport: the first position statement of the Concussion in Para Sport (CIPS) Group

2021 ◽  
pp. bjsports-2020-103696
Author(s):  
Richard Weiler ◽  
Cheri Blauwet ◽  
David Clarke ◽  
Kristine Dalton ◽  
Wayne Derman ◽  
...  
Keyword(s):  
Consensus Statement ◽  
Assessment Tool ◽  
Return To Sport ◽  
Position Statement ◽  
Assessment Tools ◽  
Future Research ◽  
Concussion Management ◽  
Rule Changes ◽  
Specific Rule ◽  
And Performance

Concussion is a frequent injury in many sports and is also common in para athletes. However, there is a paucity of concussion research related to para sport, and prior International Concussion in Sport (CIS) consensus papers have not substantively addressed this population. To remedy this and to improve concussion care provided to para athletes, the concussion in para sport (CIPS) multidisciplinary expert group was created. This group analysed and discussed in-depth para athlete-specific issues within the established key clinical domains of the current (2017) consensus statement on CIS. Due to the onset of the COVID-19 pandemic, the group held all meetings by video conferencing. The existing Sport Concussion Assessment Tool 5 (SCAT5) for the immediate on-field and office-based off-field assessment of concussion was evaluated as part of this process, to identify any para athlete-specific concerns. Regular preparticipation and periodic health examinations are essential to determine a baseline reference point for concussion symptoms but pose additional challenges for the interpreting clinician. Further considerations for concussion management for the para athlete are required within the remove, rest, reconsider and refer consensus statement framework. Considering return to sport (RTS), the 2017 CIS consensus statement has limitations when considering the RTS of the para athlete. Case-by-case decision making related to RTS following concussion is imperative for para athletes. Additional challenges exist for the evaluation and management of concussion in para athletes. There is a need for greater understanding of existing knowledge gaps and attitudes towards concussion among athlete medical staff, coaches and para athletes. Future research should investigate the use and performance of common assessment tools in the para athlete population to better guide their clinical application and inform potential modifications. Concussion prevention strategies and sport-specific rule changes, such as in Para Alpine Skiing and Cerebral Palsy Football, also should be carefully considered to reduce the occurrence of concussion in para athletes.

scholarly journals Bridging the gap: blending spatial skills instruction into a technology teacher preparation programme

2021 ◽  
Author(s):  
Diarmaid Lane ◽  
Sheryl Sorby
Keyword(s):  
Teacher Preparation ◽  
Gender Gap ◽  
Future Research ◽  
First Year ◽  
Spatial Skills ◽  
First Year Students ◽  
Base Level ◽  
Technology Teacher ◽  
And Mathematics ◽  
The Impact

AbstractIn recent years, there has been a surge in research in spatial thinking across the international community. We now know that spatial skills are malleable and that they are linked to success across multiple disciplines, most notably Science, Technology, Engineering and Mathematics (STEM). While spatial skills have been examined by cognitive scientists in laboratory environments for decades, current research is examining how these skills can be developed in field-based environments. In this paper, we present findings from a study within a Technology Teacher preparation programme where we examined first-year students’ spatial skills on entry to university. We explain why it was necessary to embed a spatial skills intervention into Year 1 of the programme and we describe the impact that this had on students’ spatial scores and on academic performance. The findings from our study highlight a consistent gender gap in spatial scores at the start of the first-year with female students entering the Technology Teacher preparation programme at a lower base level than male students. We describe how we integrated spatial development activities into an existing course and how an improvement in spatial scores and overall course performance was observed. The paper concludes by discussing the long-term sustainability of integrating spatial interventions within teacher preparation programmes while also highlighting the importance of future research to examine spatial skills as a fundamental component of technological capability.

scholarly journals Tri-Response Police, Ambulance, Mental Health Crisis Models in Reducing Involuntary Detentions of Mentally Ill People: Protocol for a Systematic Review

2021 ◽  
Vol 18 (15) ◽  
pp. 8230
Author(s):  
Julia Heffernan ◽  
Ewan McDonald ◽  
Elizabeth Hughes ◽  
Richard Gray
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Assessment Tool ◽  
Public Health Practice ◽  
Grey Literature ◽  
Risk Of Bias ◽  
Future Research ◽  
Mental Health Crisis ◽  
Health Crisis ◽  
Response Models

Police, ambulance and mental health tri-response services are a relatively new model of responding to people experiencing mental health crisis in the community, but limited evidence exists examining their efficacy. To date there have been no systematic reviews that have examined the association between the tri-response model and rates of involuntary detentions. A systematic review examining co-response models demonstrated possible reduction in involuntary detention, however, recommended further research. The aim of this protocol is to describe how we will systematically review the evidence base around the relationship of the police, ambulance mental health tri-response models in reducing involuntary detentions. We will search health, policing and grey literature databases and include clinical evaluations of any design. Risk of bias will be determined using the Effective Public Health Practice Project Quality Assessment Tool and a narrative synthesis will be undertaken to synthesis key themes. Risk of bias and extracted data will be summarized in tables and results synthesis tabulated to identify patterns within the included studies. The findings will inform future research into the effectiveness of tri-response police, ambulance, and mental health models in reducing involuntary detentions.

scholarly journals Understanding FinTech Platform Adoption: Impacts of Perceived Value and Perceived Risk

2021 ◽  
Vol 16 (5) ◽  
pp. 1893-1911
Author(s):  
Jianli Xie ◽  
Liying Ye ◽  
Wei Huang ◽  
Min Ye
Keyword(s):  
Perceived Risk ◽  
Perceived Value ◽  
Future Research ◽  
It Adoption ◽  
Performance Expectancy ◽  
Use Of Technology ◽  
Effort Expectancy ◽  
Adoption Research ◽  
Adoption Intention ◽  
Core Construct

FinTech platforms are one of the most important elements in the rapidly digitized world’s economy. This study investigates the factors that affected individuals’ acceptance of FinTech services, especially on internet wealth management platforms. The current research extends the unified theory of acceptance and use of technology (UTAUT) published by MIS Quarterly with integrated financial consumption attributes (i.e., perceived value and perceived risk) alongside the core construct of UTAUT. Data were collected from an established survey company. The empirical results indicate that perceived value, perceived risk, and social influence are strongly related to individuals’ FinTech adoption intention, whereas performance expectancy, effort expectancy, and perceived risk affect individuals’ perceived value, which in turn influences adoption intention. The proposed FinTech adoption model could contribute to information technology (IT) adoption research by extending the UTAUT in which individuals’ performance expectancy and effort expectancy affect their adoption intention indirectly through perceived value. Finally, the implications of the proposed new model for future research and FinTech practice are discussed.

scholarly journals Implementing evidence-based assessment and selection in organizations: A review and an agenda for future research

2020 ◽  
pp. 204138662098341
Author(s):  
Marvin Neumann ◽  
A. Susan M. Niessen ◽  
Rob R. Meijer
Keyword(s):  
Decision Making ◽  
Self Determination Theory ◽  
Assessment Methods ◽  
Self Determination ◽  
Future Research ◽  
Assessment Instruments ◽  
Evidence Based ◽  
Assessment Practice ◽  
Outcome Feedback ◽  
Evidence Based Decision Making

In personnel- and educational selection, a substantial gap exists between research and practice, since evidence-based assessment instruments and decision-making procedures are underutilized. We provide an overview of studies that investigated interventions to encourage the use of evidence-based assessment methods, or factors related to their use. The most promising studies were grounded in self-determination theory. Training and autonomy in the design of evidence-based assessment methods were positively related to their use, while negative stakeholder perceptions decreased practitioners’ intentions to use evidence-based assessment methods. Use of evidence-based decision-making procedures was positively related to access to such procedures, information to use it, and autonomy over the procedure, but negatively related to receiving outcome feedback. A review of the professional selection literature showed that the implementation of evidence-based assessment was hardly discussed. We conclude with an agenda for future research on encouraging evidence-based assessment practice.

Risk assessment of waterborne protozoa: current status and future trends

Parasitology ◽  
1999 ◽  
Vol 117 (7) ◽  
pp. 205-212 ◽  
Author(s):  
C. J. GIBSON ◽  
C. N. HAAS ◽  
J. B. ROSE
Keyword(s):  
Risk Assessment ◽  
Management Practices ◽  
Assessment Methods ◽  
Detection Methods ◽  
Current Status ◽  
Future Research ◽  
Microbial Risk Assessment ◽  
Microbial Risk ◽  
Chemical Risk Assessment ◽  
Low Levels

Throughout the past decade much research has been directed towards identifying the occurrence, epidemiology, and risks associated with waterborne protozoa. While outbreaks are continually documented, sporadic cases of disease associated with exposure to low levels of waterborne protozoa are of increasing concern. Current methodologies may not be sensitive enough to define these low levels of disease. However, risk assessment methods may be utilised to address these low level contamination events. The purpose of this article is to provide an introduction to microbial risk assessment for waterborne protozoa. Risk assessment is a useful tool for evaluating relative risks and can be used for development of policies to decrease risks. Numerous studies have been published on risk assessment methods for pathogenic protozoa including Cryptosporidium and Giardia. One common notion prevails: microbial risk assessment presents interesting complications to the traditional chemical risk assessment paradigm. Single microbial exposures (non-threshold) are capable of causing symptomatic illness unlike traditional chemical exposures, which require a threshold to be reached. Due to the lack of efficient recovery and detection methods for protozoa, we may be underestimating the occurrence, concentration and distribution of these pathogenic micro-organisms. To better utilize the tool of microbial risk assessment for risk management practices, future research should focus in the area of exposure assessment.

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