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Early Prediction of Course Grades: Models and Feature Selection [article]

Hengxuan Li, Collin F. Lynch, Tiffany Barnes
2018 arXiv   pre-print
In this paper, we compare predictive models for students' final performance in a blended course using a set of generic features collected from the first six weeks of class.  ...  These features were extracted from students' online homework submission logs as well as other online actions.  ...  ACKNOWLEDGMENTS The authors wish to thank Zhongxiu Aurora Liu and members of that Center of Educational Informatics at North Carolina State University for their assistance.  ... 
arXiv:1812.00843v1 fatcat:cfxeegby65ejvnfnuvf7en56ci

Streamlining grading toward better feedback

Tommy MacWilliam, David J. Malan
2013 Proceedings of the 18th ACM conference on Innovation and technology in computer science education - ITiCSE '13  
The number of students who did not read feedback increased with time, which has led us to question whether asynchronous, textual comments are the most effective feedback mechanisms for students.  ...  Because we preferred that staff spend less of their time on grading logistics and more time providing feedback and helping students online or in person, we set out to improve the efficiency of the grading  ...  We provide teaching staff with rubrics with which they can objectively evaluate the axes of scope and correctness, but we leave the axes of design and style to a more open-ended, subjective analysis.  ... 
doi:10.1145/2462476.2462506 dblp:conf/iticse/MacWilliamM13 fatcat:naojjjcx2jbojbgn3p4r3gtwhu

Teaching and Learning Applications Related to the Automated Interpretation of ERDs

Kevin Waugh, Pete Thomas, Neil Smith
2007 24th British National Conference on Databases (BNCOD'07)  
We give an overview and the results of some initial, informal, evaluation of a student revision tool that we developed as a result of our experiences working on the automated marking system.  ...  We report on our development of an automated marking tool and the results of two largescale experiments with this tool.  ...  Acknowledgements Part of this work was undertaken while one of the authors held a UK HEFCE funded Centre of Excellence for Teaching and Learning Teaching Fellowship of the Centre for Open Learning in Mathematics  ... 
doi:10.1109/bncod.2007.19 dblp:conf/bncod/WaughTS07 fatcat:5jijfq6btrcknllrv3vvow2pju

PeerStudio

Chinmay E. Kulkarni, Michael S. Bernstein, Scott R. Klemmer
2015 Proceedings of the Second (2015) ACM Conference on Learning @ Scale - L@S '15  
Rapid feedback is a core component of mastery learning, but feedback on open-ended work requires days or weeks in most classes today.  ...  This paper introduces PeerStudio, an assessment platform that leverages the large number of students' peers in online classes to enable rapid feedback on in-progress work.  ...  ACKNOWLEDGMENTS We are grateful to Courtney Noh for contributing to software development; Coursera and OpenEdX for platform integration and encouraging instructors to try PeerStudio; instructors of MOOCs  ... 
doi:10.1145/2724660.2724670 dblp:conf/lats/KulkarniBK15 fatcat:f5lx7wymhbavxkzrbs4sqovvmm

Experiences of Using Automated Assessment in Computer Science Courses

John English, Tammy English
2015 Journal of Information Technology Education Innovations in Practice  
Analysis of the questionnaire showed a low correlation between questions, indicating the statistical independence of the individual questions.  ...  The assignments all used free-text questions (where the students type in their own answers).  ...  The other major obstacle to adopting automated assessment is a lack of belief in its efficacy on the part of teaching staff.  ... 
doi:10.28945/2304 fatcat:d3p4544w7zftbbexv45omcpciy

Maximising Student Success with Automatic Formative Feedback for Both Teachers and Students [chapter]

Denise Whitelock
2015 Communications in Computer and Information Science  
The systems are also starting to be used as research tools that allow pedagogical strategies to be open to test.  ...  This paper discusses the outcomes from the building and empirical investigation of two automatic feedback systems, namely OpenMentor and OpenEssayist that can support student learning.  ...  I would also like to thank Stuart Watt and the JISC for their support in the development of OpenMentor.  ... 
doi:10.1007/978-3-319-27704-2_14 fatcat:mf7v4ohe4bcwjn5ehxh33vbwje

EmbedInsight: Automated Grading of Embedded Systems Assignments [article]

Hao Li, Bo-Jhang Ho, Bharathan Balaji, Yue Xin, Paul Martin, Mani Srivastava
2017 arXiv   pre-print
As seen with software courses, an automated grading system can significantly improve the insights available to the instructor and encourage students to learn quickly with iterative testing.  ...  We show that our system scales well to a large number of submissions, and students are satisfied with their overall experience.  ...  All the questions are either in a 5-point Likert scale or in free text format. 16 of the 24 students responded to the survey. Figure 7 shows an overview of the student submissions across 4 days.  ... 
arXiv:1703.04514v1 fatcat:to465okmnnhwlkrxvbn3gipflq

Improving student performance by evaluating how well students test their own programs

Stephen H. Edwards
2003 Journal on Educational Resources in Computing  
The strategy is to give students basic exposure to test-driven development, and then provide an automated tool that will assess student submissions on-demand and provide feedback for improvement.  ...  The results have been positive, with students expressing appreciation for the practical benefits of test-driven development on programming assignments.  ...  Students were also given open-ended questions on the survey regarding what they found most and least useful about the approach and the tool.  ... 
doi:10.1145/1029994.1029995 fatcat:g5aa3bmkzjc5vm72uztoofqd6u

A gamified web based system for computer programming learning

Giuseppina Polito, Marco Temperini
2021 Computers and Education: Artificial Intelligence  
The system let the student access a list of assignments (programming tasks), submit solutions to them, and have such solutions tested and graded.  ...  The gamified structure of the system, together with the availability of real-time automated assessment, offers the opportunity for an increasing level of students' personal engagement and motivation.  ...  The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.  ... 
doi:10.1016/j.caeai.2021.100029 fatcat:hs7rgvzygfda7olarxu2nkvt3e

The Eras and Trends of Automatic Short Answer Grading

Steven Burrows, Iryna Gurevych, Benno Stein
2014 International Journal of Artificial Intelligence in Education  
Automatic short answer grading (ASAG) is the task of assessing short natural language responses to objective questions using computational methods.  ...  The goal of this paper is to address this aim with a comprehensive review of ASAG research and systems according to history and components.  ...  We also thank the anonymous reviewers for their generous and helpful comments.  ... 
doi:10.1007/s40593-014-0026-8 fatcat:64olqocdijglbjsavazky62gwu

Peer and Self Assessment in Massive Online Classes [chapter]

Chinmay Kulkarni, Koh Pang Wei, Huy Le, Daniel Chia, Kathryn Papadopoulos, Justin Cheng, Daphne Koller, Scott R. Klemmer
2014 Understanding Innovation  
The second iteration had 42.9% of students grades within 5% of the staff grade, and 65.5% within 10%. On average, students assessed their work 7% higher than staff did.  ...  This paper reports our experiences with two iterations of the first large online class to use peer and self assessment. In this class, peer grades correlated highly with staff-assigned grades.  ...  We thank all of the students in the HCI online class for their foolhardiness enthusiasm in participating in this experimental class.  ... 
doi:10.1007/978-3-319-06823-7_9 fatcat:il66brrc3fag5gyhsvy2xu7nya

Peer and self assessment in massive online classes

Chinmay Kulkarni, Koh Pang Wei, Huy Le, Daniel Chia, Kathryn Papadopoulos, Justin Cheng, Daphne Koller, Scott R. Klemmer
2013 ACM Transactions on Computer-Human Interaction  
The second iteration had 42.9% of students grades within 5% of the staff grade, and 65.5% within 10%. On average, students assessed their work 7% higher than staff did.  ...  This paper reports our experiences with two iterations of the first large online class to use peer and self assessment. In this class, peer grades correlated highly with staff-assigned grades.  ...  We thank all of the students in the HCI online class for their foolhardiness enthusiasm in participating in this experimental class.  ... 
doi:10.1145/2505057 fatcat:gusndbt2nncwpeeiqic7sq7nou

WebGPU: A Scalable Online Development Platform for GPU Programming Courses

Abdul Dakkak, Carl Pearson, Wen-Mei Hwu
2016 2016 IEEE International Parallel and Distributed Processing Symposium Workshops (IPDPSW)  
This paper presents the original, revised, and upcoming WebGPU designs that address the requirements and challenges of offering sophisticated computing resources to a large, quickly-varying number of students  ...  The popularity of computer science classes offered through Massive Open On-line Courses (MOOCs) creates both opportunities and challenges.  ...  WebGPU design enabled it to scale through the fluctuations of students -thousands of users per day towards the start of the course to 200 users at the end.  ... 
doi:10.1109/ipdpsw.2016.63 dblp:conf/ipps/DakkakPH16 fatcat:fytgscyyorho5bdqn2xupft2ue

Some aspects of grading Java code submissions in MOOCs

Sándor Király, Károly Nehéz, Olivér Hornyák
2017 Research in Learning Technology  
It is expedient for the students to receive prompt feedback on their coding submissions.  ...  This paper presents a new concept for grading programming submissions of students and improved techniques based on the Java unit testing framework that enables automatic grading of code chunks.  ...  project, aimed to promote the cooperation between the higher education and the industry.  ... 
doi:10.25304/rlt.v25.1945 fatcat:egohrwu4g5e4zp5aglsiqm3a2a

An Iterative Transfer Learning Based Ensemble Technique for Automatic Short Answer Grading [article]

Shourya Roy, Himanshu S. Bhatt, Y. Narahari
2016 arXiv   pre-print
Automatic short answer grading (ASAG) techniques are designed to automatically assess short answers to questions in natural language, having a length of a few words to a few sentences.  ...  They are greatly reliant on instructor provided model answers and need labeled training data in the form of graded student answers for every assessment task.  ...  On the other hand, open-ended questions or recall questions that seek constructed responses from students, reveal their ability to integrate, synthesize, design, and communicate ideas in natural language  ... 
arXiv:1609.04909v3 fatcat:m27xeyu57rcxtjfczl6av4b7ju
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