Pub Date : 2008-02-28DOI: 10.11120/ital.2008.07010120
J. Carter, N. Efford, S. Jamieson, T. Jenkins, S. White
Abstract A significant challenge that faces any teacher of introductory programming is the diversity of the class. At one extreme there will be students who have never programmed before, while at the other there will be students who have many years experience of programming. Handling this diversity is difficult. The temptation for the instructor is often to focus on the novice group and to assume that the others will get by with minimal supervision. This is understandable, but it can be risky. There is a very real risk that the neglected group of experienced programmers become bored and disengage from the course. At the worst, they can lose motivation and fail or drop out altogether. This paper describes and presents the outcomes of a project aimed at challenging the more experienced programmers in four introductory programming classes at four different UK institutions. The project took the form of a competition in which students were asked to devise and solve a series of programming challenges.
{"title":"Taxing Our Best Students","authors":"J. Carter, N. Efford, S. Jamieson, T. Jenkins, S. White","doi":"10.11120/ital.2008.07010120","DOIUrl":"https://doi.org/10.11120/ital.2008.07010120","url":null,"abstract":"Abstract A significant challenge that faces any teacher of introductory programming is the diversity of the class. At one extreme there will be students who have never programmed before, while at the other there will be students who have many years experience of programming. Handling this diversity is difficult. The temptation for the instructor is often to focus on the novice group and to assume that the others will get by with minimal supervision. This is understandable, but it can be risky. There is a very real risk that the neglected group of experienced programmers become bored and disengage from the course. At the worst, they can lose motivation and fail or drop out altogether. This paper describes and presents the outcomes of a project aimed at challenging the more experienced programmers in four introductory programming classes at four different UK institutions. The project took the form of a competition in which students were asked to devise and solve a series of programming challenges.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"144 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116049372","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 : 2007-10-01DOI: 10.11120/ital.2007.06040035
C. Price
Abstract At the University of Worcester we are continually striving to find new approaches to the learning and teaching of programming, to improve the quality of learning and the student experience. Over the past three years we have used the contexts of robotics, computer games, and most recently a study of Abstract Art to this end. This paper discusses our motivation for using Abstract Art as a context, details our principles and methodology, and reports on an evaluation of the student experience. Our basic tenet is that one can view the works of artists such as Kandinsky, Klee and Malevich as Object-Oriented (OO) constructions. Discussion of these works can therefore be used to introduce OO principles, to explore the meaning of classes, methods and attributes and finally to synthesize new works of art through Java code. This research has been conducted during delivery of an “Advanced OOP (Java)” programming module at final-year Undergraduate level, and during a Masters’ OO-Programming (Java) module. This allows a comparative evaluation of novice and experienced programmers’ learning. In this paper, we identify several instructional factors which emerge from our approach, and reflect upon the associated pedagogy. A Catalogue of ArtApplets is provided at the associated web-site.
{"title":"From Kandinsky to Java (The Use of 20th Century Abstract Art in Learning Programming)","authors":"C. Price","doi":"10.11120/ital.2007.06040035","DOIUrl":"https://doi.org/10.11120/ital.2007.06040035","url":null,"abstract":"Abstract At the University of Worcester we are continually striving to find new approaches to the learning and teaching of programming, to improve the quality of learning and the student experience. Over the past three years we have used the contexts of robotics, computer games, and most recently a study of Abstract Art to this end. This paper discusses our motivation for using Abstract Art as a context, details our principles and methodology, and reports on an evaluation of the student experience. Our basic tenet is that one can view the works of artists such as Kandinsky, Klee and Malevich as Object-Oriented (OO) constructions. Discussion of these works can therefore be used to introduce OO principles, to explore the meaning of classes, methods and attributes and finally to synthesize new works of art through Java code. This research has been conducted during delivery of an “Advanced OOP (Java)” programming module at final-year Undergraduate level, and during a Masters’ OO-Programming (Java) module. This allows a comparative evaluation of novice and experienced programmers’ learning. In this paper, we identify several instructional factors which emerge from our approach, and reflect upon the associated pedagogy. A Catalogue of ArtApplets is provided at the associated web-site.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122746592","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 : 2007-10-01DOI: 10.11120/ital.2007.06040023
R. Mark Leeman, D. H. Glass
Abstract This paper investigates the use of simulated robots and an artificial life simulation in the teaching of Java to first year students. The views of first year students were sought on how these environments compared with the more traditional approach that had been used previously. The results show that significant advantages could arise from using such approaches, particularly in terms of enhancing student interest in programming.
{"title":"Teaching Java with Robots and Artificial Life","authors":"R. Mark Leeman, D. H. Glass","doi":"10.11120/ital.2007.06040023","DOIUrl":"https://doi.org/10.11120/ital.2007.06040023","url":null,"abstract":"Abstract This paper investigates the use of simulated robots and an artificial life simulation in the teaching of Java to first year students. The views of first year students were sought on how these environments compared with the more traditional approach that had been used previously. The results show that significant advantages could arise from using such approaches, particularly in terms of enhancing student interest in programming.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129815176","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 : 2007-10-01DOI: 10.11120/ital.2007.06040051
G. Routledge, A. Aminaei, Phillip Benachour
Abstract Over the last few years, the IT industry has witnessed a growth -driven by the success of the Internet- in the requirement of skills based on the emergence of the technology and the creative media industries. This has provided a unique niche market where, a combination of programming and artistic knowledge, is a requirement. As a result, many of the courses focusing on multimedia and information technology need students to develop programming and scripting skills to develop Web applications, databases, 3D modelling of objects, animation and games. For students who do not see themselves as serious programmers, some of the concepts and methods used in the teaching of programming can be difficult to grasp. It is important as a result to find ways of engaging students in activities where programming is seen as a tool to demonstrate other concepts and ideas visually which can in turn help in the teaching of programming principles. In this paper, the authors describe a number of activities used to engage multimedia students in the learning of scripting and programming. By the use of animation, mixed reality gaming, computer game design and research seminars, first year students are able to grasp the fundamentals of computer programming and combine it with their creative artistic side to produce digital multimedia content.
{"title":"Developing Understanding of Programming Principles using Flash Actionscript","authors":"G. Routledge, A. Aminaei, Phillip Benachour","doi":"10.11120/ital.2007.06040051","DOIUrl":"https://doi.org/10.11120/ital.2007.06040051","url":null,"abstract":"Abstract Over the last few years, the IT industry has witnessed a growth -driven by the success of the Internet- in the requirement of skills based on the emergence of the technology and the creative media industries. This has provided a unique niche market where, a combination of programming and artistic knowledge, is a requirement. As a result, many of the courses focusing on multimedia and information technology need students to develop programming and scripting skills to develop Web applications, databases, 3D modelling of objects, animation and games. For students who do not see themselves as serious programmers, some of the concepts and methods used in the teaching of programming can be difficult to grasp. It is important as a result to find ways of engaging students in activities where programming is seen as a tool to demonstrate other concepts and ideas visually which can in turn help in the teaching of programming principles. In this paper, the authors describe a number of activities used to engage multimedia students in the learning of scripting and programming. By the use of animation, mixed reality gaming, computer game design and research seminars, first year students are able to grasp the fundamentals of computer programming and combine it with their creative artistic side to produce digital multimedia content.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133563074","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 : 2007-10-01DOI: 10.11120/ital.2007.06040108
James H. Paterson, John Haddow
Abstract This paper reports the use of the PatternCoder tool in the teaching of object-oriented design and programming. This tool has been developed by the authors as an extension to the BlueJ Java Integrated Development Environment (IDE). PatternCoder encapsulates knowledge of design patterns and basic class relationships, and of the techniques required for their implementation in Java. It guides students through a step-by-step process: select an appropriate pattern or relationship; give the classes which participate in the pattern names relevant to the current problem domain; and generate code for minimal Java class definitions which can then be explored and extended. The tool was initially developed with a view to teaching advanced design patterns, but we have explored its use within introductory classes, viewing binary class relationships as simple design patterns. Initial experience with the tool within an introductory Java module has been positive, with students actively choosing to use the tool and feeling that the teaching approach based on its use was beneficial to their understanding of class relationships.
{"title":"Tool Support for Implementation of Object-Oriented Class Relationships and Patterns","authors":"James H. Paterson, John Haddow","doi":"10.11120/ital.2007.06040108","DOIUrl":"https://doi.org/10.11120/ital.2007.06040108","url":null,"abstract":"Abstract This paper reports the use of the PatternCoder tool in the teaching of object-oriented design and programming. This tool has been developed by the authors as an extension to the BlueJ Java Integrated Development Environment (IDE). PatternCoder encapsulates knowledge of design patterns and basic class relationships, and of the techniques required for their implementation in Java. It guides students through a step-by-step process: select an appropriate pattern or relationship; give the classes which participate in the pattern names relevant to the current problem domain; and generate code for minimal Java class definitions which can then be explored and extended. The tool was initially developed with a view to teaching advanced design patterns, but we have explored its use within introductory classes, viewing binary class relationships as simple design patterns. Initial experience with the tool within an introductory Java module has been positive, with students actively choosing to use the tool and feeling that the teaching approach based on its use was beneficial to their understanding of class relationships.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"10 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116788249","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 : 2007-10-01DOI: 10.11120/ITAL.2007.06040125
R. Griffiths, S. Holland, M. Edwards
This paper describes how we have successful adapted a principled pedagogy of objects first and progressive disclosure, originally developed for teaching objectsconcepts through the vehicle of a pure object language, to the teaching of object concepts using Java. We employ a cognitive science viewpoint to distinguish between, and sequence accordingly, two different aspects of learning Java. We focus initially onfundamental aspects of the object model of computation, which are simple, consistent, meaningful, and hence relatively stable in memory. Aspects of the Java syntax and semantics which are contingent or arbitrary, and hence unstable in long-term memory, are deferred until after students have acquired a secure conceptual model. We use three principal techniques to assist students in acquiring programming experience of fundamental concepts relatively un-distracted by contingent detail. These measures are: interactive microworlds that allow accurate visualisation of central object concepts; a Java scripting environment that minimises the amount of syntax required, but which allows students to interact with and inspect 'live' objects in the microworlds; and an explicitly object-oriented (if verbose) programming style that reinforces object-oriented concepts. Dealing with Java-specific design peculiarities is thus deferred until students have a stable conceptual model on which to scaffold a deeper understanding of objects.
{"title":"Sense before syntax: a path to a deeper understanding of objects","authors":"R. Griffiths, S. Holland, M. Edwards","doi":"10.11120/ITAL.2007.06040125","DOIUrl":"https://doi.org/10.11120/ITAL.2007.06040125","url":null,"abstract":"This paper describes how we have successful adapted a principled pedagogy of objects first and progressive disclosure, originally developed for teaching objectsconcepts through the vehicle of a pure object language, to the teaching of object concepts using Java. We employ a cognitive science viewpoint to distinguish between, and sequence accordingly, two different aspects of learning Java. We focus initially onfundamental aspects of the object model of computation, which are simple, consistent, meaningful, and hence relatively stable in memory. Aspects of the Java syntax and \u0000semantics which are contingent or arbitrary, and hence unstable in long-term memory, are deferred until after students have acquired a secure conceptual model. We use three principal techniques to assist students in acquiring programming experience of fundamental concepts relatively un-distracted by contingent detail. These measures are: interactive microworlds that allow accurate visualisation of central object concepts; a Java scripting environment that minimises the amount of syntax required, but which allows students to interact with and inspect 'live' objects in the microworlds; and an explicitly object-oriented (if verbose) programming style that reinforces object-oriented concepts. Dealing with Java-specific design peculiarities is thus deferred until students have a stable conceptual model on which to scaffold a deeper understanding of objects.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116807716","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 : 2007-10-01DOI: 10.11120/ital.2007.06040072
Marzieh Ahmadzadeh, D. Elliman, C. Higgins
Abstract This paper reports on a continuing study into teaching programming to adult novice students. As part of the study we aim to find students’ pattern of behavior when they are programming in Java. In a broader perspective, we are interested in improving the students’ ability to write programming. By patterns of behavior, we mean finding the frequently made compiler errors and the pattern of debugging. We claim that incorporating students’ most common errors in a form of debugging exercise will improve their ability to program.
{"title":"The Impact of Improving Debugging Skill on Programming Ability","authors":"Marzieh Ahmadzadeh, D. Elliman, C. Higgins","doi":"10.11120/ital.2007.06040072","DOIUrl":"https://doi.org/10.11120/ital.2007.06040072","url":null,"abstract":"Abstract This paper reports on a continuing study into teaching programming to adult novice students. As part of the study we aim to find students’ pattern of behavior when they are programming in Java. In a broader perspective, we are interested in improving the students’ ability to write programming. By patterns of behavior, we mean finding the frequently made compiler errors and the pattern of debugging. We claim that incorporating students’ most common errors in a form of debugging exercise will improve their ability to program.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132458785","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 : 2007-10-01DOI: 10.11120/ital.2007.06040004
Donna Teague, P. Roe
Abstract Students continue to struggle with learning to program. Not only has there been a significant drop in the number of students enrolling in IT courses, but the attrition rate for these courses continues to be significant. Introductory programming subjects in IT courses seem to be a stumbling block for many students. How do we best engage students in the learning of a programming language? How can our current teaching and learning methods be improved to provide a better experience for them? Issues that have a detrimental effect on students’ learning outcomes include more than simply the cognitive. Although programming really is complex and difficult to learn, there are also cultural and social influences on students presenting to introductory computer science courses. This paper highlights the advantages of intensive collaboration between students by exploiting the students’ own ability and desire to interact with their peers. Peer interaction can lead to very strong learning experiences. This paper reflects on the current approaches to teaching programming by the Queensland University of Technology (QUT), Australia, with a short summary of the current focus of QUT’s first programming subject and the methods used to teach it. An overview is then given of the web-based Environment for Learning to Program (ELP) which provides scaffolding for students while learning to program. The authors propose the introduction of tools to present a collaborative environment for students to actively engage in the course material through interaction with each other.
{"title":"Learning to Program: Going Pair-Shaped","authors":"Donna Teague, P. Roe","doi":"10.11120/ital.2007.06040004","DOIUrl":"https://doi.org/10.11120/ital.2007.06040004","url":null,"abstract":"Abstract Students continue to struggle with learning to program. Not only has there been a significant drop in the number of students enrolling in IT courses, but the attrition rate for these courses continues to be significant. Introductory programming subjects in IT courses seem to be a stumbling block for many students. How do we best engage students in the learning of a programming language? How can our current teaching and learning methods be improved to provide a better experience for them? Issues that have a detrimental effect on students’ learning outcomes include more than simply the cognitive. Although programming really is complex and difficult to learn, there are also cultural and social influences on students presenting to introductory computer science courses. This paper highlights the advantages of intensive collaboration between students by exploiting the students’ own ability and desire to interact with their peers. Peer interaction can lead to very strong learning experiences. This paper reflects on the current approaches to teaching programming by the Queensland University of Technology (QUT), Australia, with a short summary of the current focus of QUT’s first programming subject and the methods used to teach it. An overview is then given of the web-based Environment for Learning to Program (ELP) which provides scaffolding for students while learning to program. The authors propose the introduction of tools to present a collaborative environment for students to actively engage in the course material through interaction with each other.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129880848","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 : 2007-10-01DOI: 10.11120/ital.2007.06040088
Shanshan Yang, M. Joy
Abstract Understanding Prolog programming is a challenge for many beginners, and many instructors and researchers have proposed and adopted varied teaching approaches to help learners to understand Prolog easily. However, it is not known whether any of the teaching approaches currently in use is appropriate from a learner’s perspective. This paper reports the results of an investigation into which approaches are suitable for Prolog novices and why they are appropriate. We first categorise the teaching approaches which are currently in use in mainstream Prolog introductory textbooks, and highlight how they have been used over the past 25 years. We then discuss the appropriateness of each approach, by addressing their advantages and disadvantages based on interviews with learners. Using this information, a larger picture of the suitability of these teaching approaches is drawn, and finally we suggest what factors may influence it and discuss possible improvements. The findings of this study suggest that an approach based on emphasising the declarative features of the language is the most appropriate, as a component of a blended learning strategy.
{"title":"Approaches for Learning Prolog Programming","authors":"Shanshan Yang, M. Joy","doi":"10.11120/ital.2007.06040088","DOIUrl":"https://doi.org/10.11120/ital.2007.06040088","url":null,"abstract":"Abstract Understanding Prolog programming is a challenge for many beginners, and many instructors and researchers have proposed and adopted varied teaching approaches to help learners to understand Prolog easily. However, it is not known whether any of the teaching approaches currently in use is appropriate from a learner’s perspective. This paper reports the results of an investigation into which approaches are suitable for Prolog novices and why they are appropriate. We first categorise the teaching approaches which are currently in use in mainstream Prolog introductory textbooks, and highlight how they have been used over the past 25 years. We then discuss the appropriateness of each approach, by addressing their advantages and disadvantages based on interviews with learners. Using this information, a larger picture of the suitability of these teaching approaches is drawn, and finally we suggest what factors may influence it and discuss possible improvements. The findings of this study suggest that an approach based on emphasising the declarative features of the language is the most appropriate, as a component of a blended learning strategy.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116055817","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 : 2007-10-01DOI: 10.11120/ital.2007.06040203
D. Haley, P. Thomas, A. de Roeck, M. Petre
Abstract This paper argues that automated assessment systems can be useful for both students and educators provided that its results correspond well with human markers. Thus, evaluating such a system is crucial. We present an evaluation framework and show why it can be useful for both producers and consumers of automated assessment. The framework builds on previous work to analyse Latent Semantic Analysis- (LSA) based systems, a particular type of automated assessment, that produced a research taxonomy that could help developers publish their results in a format that is comprehensive, relatively compact, and useful to other researchers. The paper contends that, in order to see a complete picture of an automated assessment system, certain pieces must be emphasised. It presents the framework as a jigsaw puzzle whose pieces join together to form the whole picture and provides an example of the utility of the framework by presenting some empirical results from our assessment system that marks questions about html. Finally, the paper suggests that the framework is not limited to LSA-based systems. With slight modifications, it can be applied to any automated assessment system.
{"title":"Seeing the Whole Picture: Evaluating Automated Assessment Systems","authors":"D. Haley, P. Thomas, A. de Roeck, M. Petre","doi":"10.11120/ital.2007.06040203","DOIUrl":"https://doi.org/10.11120/ital.2007.06040203","url":null,"abstract":"Abstract This paper argues that automated assessment systems can be useful for both students and educators provided that its results correspond well with human markers. Thus, evaluating such a system is crucial. We present an evaluation framework and show why it can be useful for both producers and consumers of automated assessment. The framework builds on previous work to analyse Latent Semantic Analysis- (LSA) based systems, a particular type of automated assessment, that produced a research taxonomy that could help developers publish their results in a format that is comprehensive, relatively compact, and useful to other researchers. The paper contends that, in order to see a complete picture of an automated assessment system, certain pieces must be emphasised. It presents the framework as a jigsaw puzzle whose pieces join together to form the whole picture and provides an example of the utility of the framework by presenting some empirical results from our assessment system that marks questions about html. Finally, the paper suggests that the framework is not limited to LSA-based systems. With slight modifications, it can be applied to any automated assessment system.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129400850","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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