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dc.contributor.authorLiebenberg, Janet
dc.contributor.authorPieterse, Vreda
dc.date.accessioned2019-03-07T14:16:01Z
dc.date.available2019-03-07T14:16:01Z
dc.date.issued2018
dc.identifier.citationLiebenberg, J. & Pieterse, V. 2018. Investigating the feasibility of automatic assessment of programming tasks. Journal of information technology education: innovations in practice, 17:201-223. [https://doi.org/10.28945/4150]en_US
dc.identifier.issn2165-3151
dc.identifier.issn2165-316X (Online)
dc.identifier.urihttp://hdl.handle.net/10394/31927
dc.identifier.urihttp://www.jite.org/documents/Vol17/JITEv17IIPp201-223Liebenberg4853.pdf
dc.identifier.urihttps://doi.org/10.28945/4150
dc.description.abstractAim/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 studentsen_US
dc.language.isoenen_US
dc.publisherInforming Science Instituteen_US
dc.subjectAssessment of programsen_US
dc.subjectAutomatic assessmenten_US
dc.subjectUTAUTen_US
dc.subjectAssessment goalsen_US
dc.titleInvestigating the feasibility of automatic assessment of programming tasksen_US
dc.typeArticleen_US
dc.contributor.researchID10088873 - Liebenberg, Janet Adri


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