Pub Date : 2022-11-07DOI: 10.1109/ITHET56107.2022.10032046
Ilker Cingillioglu, Uri Gal, A. Prokhorov
Studies have shown that strong social media presence may lead to higher levels of public engagement and a university’s social media presence on a popular platform such as Facebook may be an indicator of higher enrolment numbers. Yet, no studies have explored the link between universities’ level of Facebook engagement with student enrolments. To address this gap, we assessed the level of Facebook engagement based on the total number of “Likes”, “Comments” and “Shares” given to all the posts on universities’ official Facebook sites between 2016 and 2021; and developed 27 nested Structural Equation Models including additional observed exogenous variables such as Group of Eight membership status and Global Ranking of universities. We found that the Likes, Shares and Comments aggregated by the Facebook posts can be a strong indicator of the level of a university’s Facebook engagement and that universities need to consider both the first and total preferences of students whilst assessing student enrolments. Through these indicators on their Facebook sites, universities can predict forthcoming years’ student enrolments and develop a pertinent financial plan for budgeting and resource allocation in advance.
{"title":"Facebook Engagement and Student Preferences for Universities","authors":"Ilker Cingillioglu, Uri Gal, A. Prokhorov","doi":"10.1109/ITHET56107.2022.10032046","DOIUrl":"https://doi.org/10.1109/ITHET56107.2022.10032046","url":null,"abstract":"Studies have shown that strong social media presence may lead to higher levels of public engagement and a university’s social media presence on a popular platform such as Facebook may be an indicator of higher enrolment numbers. Yet, no studies have explored the link between universities’ level of Facebook engagement with student enrolments. To address this gap, we assessed the level of Facebook engagement based on the total number of “Likes”, “Comments” and “Shares” given to all the posts on universities’ official Facebook sites between 2016 and 2021; and developed 27 nested Structural Equation Models including additional observed exogenous variables such as Group of Eight membership status and Global Ranking of universities. We found that the Likes, Shares and Comments aggregated by the Facebook posts can be a strong indicator of the level of a university’s Facebook engagement and that universities need to consider both the first and total preferences of students whilst assessing student enrolments. Through these indicators on their Facebook sites, universities can predict forthcoming years’ student enrolments and develop a pertinent financial plan for budgeting and resource allocation in advance.","PeriodicalId":125795,"journal":{"name":"2022 20th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"8 20","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120835985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-07DOI: 10.1109/ITHET56107.2022.10031743
Thomas Fischer, U. Niederländer, Martin Stabauer
Digital Badges are a means to communicate skill attainment, which have gained popularity in higher education in recent years. We report on a survey study (N=57) with Upper Austrian employers in which we tried to assess the familiarity with digital badges for recruiting purposes. In addition, we gather indicators of the potential usefulness of digital badges in this area. While we find that digital badges are still widely unknown, we also find widespread interest in their use as well as areas that could profit from their use.
{"title":"Digital Badges in Higher Education: The Perspective of Employers in Upper Austria","authors":"Thomas Fischer, U. Niederländer, Martin Stabauer","doi":"10.1109/ITHET56107.2022.10031743","DOIUrl":"https://doi.org/10.1109/ITHET56107.2022.10031743","url":null,"abstract":"Digital Badges are a means to communicate skill attainment, which have gained popularity in higher education in recent years. We report on a survey study (N=57) with Upper Austrian employers in which we tried to assess the familiarity with digital badges for recruiting purposes. In addition, we gather indicators of the potential usefulness of digital badges in this area. While we find that digital badges are still widely unknown, we also find widespread interest in their use as well as areas that could profit from their use.","PeriodicalId":125795,"journal":{"name":"2022 20th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122420833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-07DOI: 10.1109/ITHET56107.2022.10031747
Yong Wu, C. Schunn
Peerceptiv is a web-based peer review system, which is used by hundreds of thousands of students in both K-12 and higher education. The present study reviews the empirical studies using Peerceptiv that have been done to investigate quality of peer feedback, the effects of peer feedback on students’ writing performance, and how students learn from peer review.
{"title":"A Review of Empirical Studies on Peerceptiv","authors":"Yong Wu, C. Schunn","doi":"10.1109/ITHET56107.2022.10031747","DOIUrl":"https://doi.org/10.1109/ITHET56107.2022.10031747","url":null,"abstract":"Peerceptiv is a web-based peer review system, which is used by hundreds of thousands of students in both K-12 and higher education. The present study reviews the empirical studies using Peerceptiv that have been done to investigate quality of peer feedback, the effects of peer feedback on students’ writing performance, and how students learn from peer review.","PeriodicalId":125795,"journal":{"name":"2022 20th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"205 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132227115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-07DOI: 10.1109/ITHET56107.2022.10031716
Christopher J Berisford, Leighton Blackburn, Jennifer M Ollett, Thomas B Tonner, Chun San Hugh Yuen, Ryan Walton, Olakunle Olayinka
Over the last decade, there has been an increase in the number of attacks on web applications. The proliferation of these attacks is partially a result of increased adoption of IT systems in organisations and the increasing role digital technologies play in our lives. The success of an attack relies upon the existence of vulnerabilities in the code base and there is consensus within literature that many of these vulnerabilities can be avoided through developers adopting secure code practices and standards which are often not formally taught.Whilst gamification has been shown to be an effective educational tool in fields such as health, education and security awareness, there is a scarcity of research regarding the application of gamification in the context of secure code practices. This paper evaluates the efficacy of a bespoke gamified application in creating awareness and fostering an understanding of the threats and secure coding practices. The application presented in this work focuses on JavaScript with the aim of reducing the number of vulnerabilities in web applications. The analysis is conducted using first and second-year undergraduate participants, who are viewed as the primary target for this software.As part of a participant study involving the application, it was found that gamification elements were effective in increasing user engagement. Initial findings suggest potential for the integration of secure-code gamification in traditional pedagogical methods, but further investigation is required to strengthen this claim.
{"title":"Can gamification help to teach Cybersecurity?","authors":"Christopher J Berisford, Leighton Blackburn, Jennifer M Ollett, Thomas B Tonner, Chun San Hugh Yuen, Ryan Walton, Olakunle Olayinka","doi":"10.1109/ITHET56107.2022.10031716","DOIUrl":"https://doi.org/10.1109/ITHET56107.2022.10031716","url":null,"abstract":"Over the last decade, there has been an increase in the number of attacks on web applications. The proliferation of these attacks is partially a result of increased adoption of IT systems in organisations and the increasing role digital technologies play in our lives. The success of an attack relies upon the existence of vulnerabilities in the code base and there is consensus within literature that many of these vulnerabilities can be avoided through developers adopting secure code practices and standards which are often not formally taught.Whilst gamification has been shown to be an effective educational tool in fields such as health, education and security awareness, there is a scarcity of research regarding the application of gamification in the context of secure code practices. This paper evaluates the efficacy of a bespoke gamified application in creating awareness and fostering an understanding of the threats and secure coding practices. The application presented in this work focuses on JavaScript with the aim of reducing the number of vulnerabilities in web applications. The analysis is conducted using first and second-year undergraduate participants, who are viewed as the primary target for this software.As part of a participant study involving the application, it was found that gamification elements were effective in increasing user engagement. Initial findings suggest potential for the integration of secure-code gamification in traditional pedagogical methods, but further investigation is required to strengthen this claim.","PeriodicalId":125795,"journal":{"name":"2022 20th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116183509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-07DOI: 10.1109/ithet56107.2022.10031948
Jérémy La Scala, Graciana Aad, Isabelle Vonèche Cardia, D. Gillet
There is an ongoing debate about the fact that educational models of the industrial age are no longer adequate. Future educational models need to provide students with the abilities to solve complex problems as well as to collaborate and interact to generate new meaning and knowledge. In order to do so, teamwork activities should be pedagogically strengthened and technologically augmented in science and engineering education. This paper presents a pilot study implementing a blended learning scenario in a bachelor course at École polytechnique fédérale de Lausanne (EPFL). In this framework, digital tools are proposed to support collaboration. The tools considered are a learning experience platform, an integrated Tasks Management Application, as well as a collaborative reporting editor. This article also presents our findings on the usability and adoption of those tools, as well as preliminary results on their impact on engagement and teamwork. We also mention the effect of collaborative writing on contributions. Finally, we draw insightful lessons on engagement, the use of learning analytics, and the peer evaluation of teamwork.This paper contributes to science and engineering education by providing new insights on teamwork activities supported by digital tools in blended learning scenarios.
{"title":"Developing Transversal Skills and Strengthening Collaborative Blended Learning Activities in Engineering Education: a Pilot Study","authors":"Jérémy La Scala, Graciana Aad, Isabelle Vonèche Cardia, D. Gillet","doi":"10.1109/ithet56107.2022.10031948","DOIUrl":"https://doi.org/10.1109/ithet56107.2022.10031948","url":null,"abstract":"There is an ongoing debate about the fact that educational models of the industrial age are no longer adequate. Future educational models need to provide students with the abilities to solve complex problems as well as to collaborate and interact to generate new meaning and knowledge. In order to do so, teamwork activities should be pedagogically strengthened and technologically augmented in science and engineering education. This paper presents a pilot study implementing a blended learning scenario in a bachelor course at École polytechnique fédérale de Lausanne (EPFL). In this framework, digital tools are proposed to support collaboration. The tools considered are a learning experience platform, an integrated Tasks Management Application, as well as a collaborative reporting editor. This article also presents our findings on the usability and adoption of those tools, as well as preliminary results on their impact on engagement and teamwork. We also mention the effect of collaborative writing on contributions. Finally, we draw insightful lessons on engagement, the use of learning analytics, and the peer evaluation of teamwork.This paper contributes to science and engineering education by providing new insights on teamwork activities supported by digital tools in blended learning scenarios.","PeriodicalId":125795,"journal":{"name":"2022 20th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116949920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-07DOI: 10.1109/ithet56107.2022.10031913
Deniz Schmidt, Max Uzulis, Niklas Kersten, Ole Grasse, Johannes Hinckeldeyn, J. Kreutzfeldt
This paper introduces a new approach to exercise generation for university courses, that aims for high domain coverage, variability as well as adaptability. For this, we utilize a domain-specific language (DSL) which allows the creation of models describing subject matter. These models are further aggregated with a topic-oriented representation of a course and serve as the basis for an exercise generator, which then uses various templates to process different types of knowledge into different types of exercises. This novel approach is initially developed and tested by applying it to two engineering-related university courses.
{"title":"Foundations for Complete Exercise Generation","authors":"Deniz Schmidt, Max Uzulis, Niklas Kersten, Ole Grasse, Johannes Hinckeldeyn, J. Kreutzfeldt","doi":"10.1109/ithet56107.2022.10031913","DOIUrl":"https://doi.org/10.1109/ithet56107.2022.10031913","url":null,"abstract":"This paper introduces a new approach to exercise generation for university courses, that aims for high domain coverage, variability as well as adaptability. For this, we utilize a domain-specific language (DSL) which allows the creation of models describing subject matter. These models are further aggregated with a topic-oriented representation of a course and serve as the basis for an exercise generator, which then uses various templates to process different types of knowledge into different types of exercises. This novel approach is initially developed and tested by applying it to two engineering-related university courses.","PeriodicalId":125795,"journal":{"name":"2022 20th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117126383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-07DOI: 10.1109/ithet56107.2022.10031929
T. Vold, L. Kiønig, Maja Videnovik, V. Trajkovik
ZippyGo is a new quiz game tested out in different settings, mostly for fun, but has also been tested on adult students in Norway. The posts are geo-referenced, hence it is an outdoor game. The literature on outdoor schooling refers to positive experiences regarding achievements, social structures, collaboration and cooperation. Games for learning has been used for several decades, but most of the literature is about videogames and simulation games. Drawing on the outdoor schooling experiences and what we know about communication, collaboration, cooperation and competition in games and how this contributes to a stimulating learning environment, we seek to organize a project utilizing ZippyGo as the outdoor quiz game to see if the use of this game will have an, amongst the pupils, experiences impact on the social structures and learning environment in the classes. In this paper we propose how the quiz game can be used, based on the literature on outdoor schooling and the use of games for learning purposes. The game will be tested out in a secondary school in North Macedonia, and we will observe and interview the pupils after they have been subjected to the gaming. Our aim with the study is to investigate if this combination of being outdoor and using a game for learning will have an impact on the social structures and learning outcome, based on the input from the pupils.
{"title":"Using Outdoor Quiz Game For Socializing Classes At Secondary Level – A Theoretical Approach","authors":"T. Vold, L. Kiønig, Maja Videnovik, V. Trajkovik","doi":"10.1109/ithet56107.2022.10031929","DOIUrl":"https://doi.org/10.1109/ithet56107.2022.10031929","url":null,"abstract":"ZippyGo is a new quiz game tested out in different settings, mostly for fun, but has also been tested on adult students in Norway. The posts are geo-referenced, hence it is an outdoor game. The literature on outdoor schooling refers to positive experiences regarding achievements, social structures, collaboration and cooperation. Games for learning has been used for several decades, but most of the literature is about videogames and simulation games. Drawing on the outdoor schooling experiences and what we know about communication, collaboration, cooperation and competition in games and how this contributes to a stimulating learning environment, we seek to organize a project utilizing ZippyGo as the outdoor quiz game to see if the use of this game will have an, amongst the pupils, experiences impact on the social structures and learning environment in the classes. In this paper we propose how the quiz game can be used, based on the literature on outdoor schooling and the use of games for learning purposes. The game will be tested out in a secondary school in North Macedonia, and we will observe and interview the pupils after they have been subjected to the gaming. Our aim with the study is to investigate if this combination of being outdoor and using a game for learning will have an impact on the social structures and learning outcome, based on the input from the pupils.","PeriodicalId":125795,"journal":{"name":"2022 20th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125435577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-07DOI: 10.1109/ithet56107.2022.10032005
Xoeseko Nyomi, L. Moccozet
In the past decades, we have seen benefits from digital education tools to increase interaction and allow for more regular assessment of students’ knowledge. The existing suggestions are however limited in how comprehensively they can assess students’ production skills based on the taught syllabus. There are some endeavours in the area of automated essay scoring, automated short answer grading or similar methods which would provide feedback without necessarily providing a grade. In terms, of rapid in class feedback of open ended questions there aren’t many helpful solution for the population we want to help. More suggestions which focus on the people either evaluating or being evaluated is necessary. Given the pressures of teaching at scale, how can human-centered technology aid in the development of comprehensive evaluation methods? In this paper, we suggest and implement a method to conduct qualitative evaluations for large scale settings in the context of undergraduate education. To do this, we use word vectors to visualize what students think in response to a prompt.
{"title":"Anatomy of a large-scale real-time peer evaluation system","authors":"Xoeseko Nyomi, L. Moccozet","doi":"10.1109/ithet56107.2022.10032005","DOIUrl":"https://doi.org/10.1109/ithet56107.2022.10032005","url":null,"abstract":"In the past decades, we have seen benefits from digital education tools to increase interaction and allow for more regular assessment of students’ knowledge. The existing suggestions are however limited in how comprehensively they can assess students’ production skills based on the taught syllabus. There are some endeavours in the area of automated essay scoring, automated short answer grading or similar methods which would provide feedback without necessarily providing a grade. In terms, of rapid in class feedback of open ended questions there aren’t many helpful solution for the population we want to help. More suggestions which focus on the people either evaluating or being evaluated is necessary. Given the pressures of teaching at scale, how can human-centered technology aid in the development of comprehensive evaluation methods? In this paper, we suggest and implement a method to conduct qualitative evaluations for large scale settings in the context of undergraduate education. To do this, we use word vectors to visualize what students think in response to a prompt.","PeriodicalId":125795,"journal":{"name":"2022 20th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125101181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-07DOI: 10.1109/ITHET56107.2022.10031859
Z. Kubincová, Kristián Kolčák
In this paper, we describe our findings from a two-year implementation of team-based learning in a high school setting. We incorporated team-based programming projects into our programming classes and engaged students in various forms of assessment, ranging from peer review of their classmates’ projects, to performance evaluation of teammates, and self-assessment. We are particularly concerned with the latter two. As evident from our observations in class, from data collected during the various activities in which students participated, and from the final questionnaires, students rated the team projects as attractive and beneficial, but many of them struggled with the evaluation activities, which they were only able to master to a certain extent. Specifically, self-assessment proved to be a big challenge for them.
{"title":"Team Assessment and Self-Assessment – Can High School Students Do It?","authors":"Z. Kubincová, Kristián Kolčák","doi":"10.1109/ITHET56107.2022.10031859","DOIUrl":"https://doi.org/10.1109/ITHET56107.2022.10031859","url":null,"abstract":"In this paper, we describe our findings from a two-year implementation of team-based learning in a high school setting. We incorporated team-based programming projects into our programming classes and engaged students in various forms of assessment, ranging from peer review of their classmates’ projects, to performance evaluation of teammates, and self-assessment. We are particularly concerned with the latter two. As evident from our observations in class, from data collected during the various activities in which students participated, and from the final questionnaires, students rated the team projects as attractive and beneficial, but many of them struggled with the evaluation activities, which they were only able to master to a certain extent. Specifically, self-assessment proved to be a big challenge for them.","PeriodicalId":125795,"journal":{"name":"2022 20th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133640658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-07DOI: 10.1109/ithet56107.2022.10031766
M. Nakayama, F. Sciarrone, M. Temperini, Masaki Uto
In whatever study program where Computer Science is taught (as a support subject matter, or as the main one) the analysis of students’ programming skills is a complex and crucial endeavour. Peer assessment (PA) can be used to expose students (peers) to a very effective educational methodology, to spur competence, and to evaluate skills in a wide range of subject matters, including Computer Science and programming. An important feature is in that data from PA sessions can be used to model the students, and support the inference of automated grading. In this paper we analyse the data coming from experiments where several PA sessions were conducted, with students having to produce programs, and evaluate their peers’ programs. The main aim is to see how methods of the Item Response Theory (IRT) can be applied in the PA framework, to model the students effectively. The results seem encouraging, allowing to foresee the enrichment of more traditional automated grading techniques by the IRT methods.
{"title":"Evaluation of Programming Skills via Peer Assessment and IRT Estimation Techniques","authors":"M. Nakayama, F. Sciarrone, M. Temperini, Masaki Uto","doi":"10.1109/ithet56107.2022.10031766","DOIUrl":"https://doi.org/10.1109/ithet56107.2022.10031766","url":null,"abstract":"In whatever study program where Computer Science is taught (as a support subject matter, or as the main one) the analysis of students’ programming skills is a complex and crucial endeavour. Peer assessment (PA) can be used to expose students (peers) to a very effective educational methodology, to spur competence, and to evaluate skills in a wide range of subject matters, including Computer Science and programming. An important feature is in that data from PA sessions can be used to model the students, and support the inference of automated grading. In this paper we analyse the data coming from experiments where several PA sessions were conducted, with students having to produce programs, and evaluate their peers’ programs. The main aim is to see how methods of the Item Response Theory (IRT) can be applied in the PA framework, to model the students effectively. The results seem encouraging, allowing to foresee the enrichment of more traditional automated grading techniques by the IRT methods.","PeriodicalId":125795,"journal":{"name":"2022 20th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"171 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134383531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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