{"title":"挑战——面向本科编程课程中持续的同行评估","authors":"Manfred Meyer","doi":"10.36315/2023v1end029","DOIUrl":null,"url":null,"abstract":"This paper presents a pragmatic approach for stepwise introduction of peer assessment elements in undergraduate programming classes, discusses some lessons learned so far and directions for further work. Students are invited to challenge their peers with their own programming exercises to be submitted through Moodle and evaluated by other students according to a predefined rubric and supervised by teaching assistants. Preliminary results show an increased activation and motivation of students leading to a better performance in the final programming exams.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"4 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"CHALLENGES – TOWARDS CONTINUOUS PEER ASSESSMENT IN UNDERGRADUATE PROGRAMMING CLASSES\",\"authors\":\"Manfred Meyer\",\"doi\":\"10.36315/2023v1end029\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This paper presents a pragmatic approach for stepwise introduction of peer assessment elements in undergraduate programming classes, discusses some lessons learned so far and directions for further work. Students are invited to challenge their peers with their own programming exercises to be submitted through Moodle and evaluated by other students according to a predefined rubric and supervised by teaching assistants. Preliminary results show an increased activation and motivation of students leading to a better performance in the final programming exams.\",\"PeriodicalId\":93546,\"journal\":{\"name\":\"Education and new developments\",\"volume\":\"4 1\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-06-23\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Education and new developments\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.36315/2023v1end029\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education and new developments","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.36315/2023v1end029","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
CHALLENGES – TOWARDS CONTINUOUS PEER ASSESSMENT IN UNDERGRADUATE PROGRAMMING CLASSES
This paper presents a pragmatic approach for stepwise introduction of peer assessment elements in undergraduate programming classes, discusses some lessons learned so far and directions for further work. Students are invited to challenge their peers with their own programming exercises to be submitted through Moodle and evaluated by other students according to a predefined rubric and supervised by teaching assistants. Preliminary results show an increased activation and motivation of students leading to a better performance in the final programming exams.
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