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Continuous assessment in a computer programming course supported by a software tool
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1007/978-3-319-00293-4_20openalex-snapshot
A Review of AI-Supported Tutoring Approaches for Learning Programming
inferredcites →https://doi.org/10.1016/j.chb.2014.09.012openalex-snapshot
Review on teaching and learning of computational thinking through programming: What is next for K-12?
inferredcites →https://doi.org/10.1016/j.procs.2012.04.056openalex-snapshot
Learning Programming at the Computational Thinking Level via Digital Game-Play
inferredcites →https://doi.org/10.1016/s0360-1315(03)00030-7openalex-snapshot
On automated grading of programming assignments in an academic institution
inferredcites →https://doi.org/10.1076/csed.13.2.137.14200openalex-snapshot
Learning and Teaching Programming: A Review and Discussion
inferredcites →https://doi.org/10.1080/03043797.2015.1056105openalex-snapshot
OJPOT: online judge & practice oriented teaching idea in programming courses
inferredcites →https://doi.org/10.1080/08993400500150747openalex-snapshot
A Survey of Automated Assessment Approaches for Programming Assignments
inferredcites →https://doi.org/10.1093/comjnl/bxh080openalex-snapshot
The Teaching and Learning of Programming: A Survey of Supporting Software Tools
inferredcites →https://doi.org/10.1109/cseet.2016.48openalex-snapshot
A Systematic Literature Review of Assessment Tools for Programming Assignments
inferredcites →https://doi.org/10.1109/stair.2011.5995769openalex-snapshot
Using Latent Semantic Analysis for automated grading programming assignments
inferredcites →https://doi.org/10.1109/te.2010.2098442openalex-snapshot
Automated Assessment in a Programming Tools Course
inferredcites →https://doi.org/10.1145/1140124.1140130openalex-snapshot
Combating anonymousness in populous CS1 and CS2 courses
inferredcites →https://doi.org/10.1145/1930464.1930480openalex-snapshot
Review of recent systems for automatic assessment of programming assignments
inferredcites →https://doi.org/10.1145/2899415.2899422openalex-snapshot
Towards a Systematic Review of Automated Feedback Generation for Programming Exercises
inferredcites →https://doi.org/10.18260/p.25090openalex-snapshot
Work in Progress: Intelligent Tutoring Systems in Computer Science and Software Engineering Education
inferredcites →https://doi.org/10.3102/0013189x12463051openalex-snapshot
Computational Thinking in K–12
inferredcites →https://doi.org/10.4230/oasics.slate.2013.129openalex-snapshot
A Flexible Dynamic System for Automatic Grading of Programming Exercises
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
inferred← citeshttps://doi.org/10.1002/cae.22317openalex-snapshot
Customizable and scalable automated assessment of C/C++ programming assignments
inferred← citeshttps://doi.org/10.1002/cae.22356openalex-snapshot
Semiautomatic generation and assessment of Java exercises in engineering education
inferred← citeshttps://doi.org/10.1002/cae.22577openalex-snapshot
An automated system with a versatile test oracle for assessing student programs
inferred← citeshttps://doi.org/10.1002/cae.22681openalex-snapshot
Automated and continuous assessment implementation in a programming course
inferred← citeshttps://doi.org/10.1002/cae.70139openalex-snapshot
Effectiveness of Pre‐Test and Post‐Test Strategies in Programming Education: A Five‐Year Longitudinal Study
inferred← citeshttps://doi.org/10.1007/978-3-031-16290-9_9openalex-snapshot
Exploring the Connections Between the Use of an Automated Feedback System and Learning Behavior in a MOOC for Programming
inferred← citeshttps://doi.org/10.1007/978-3-031-34754-2_2openalex-snapshot
QRdice: QR-Based Gamification Tool to Gamify Formative Assessment in Higher Education
inferred← citeshttps://doi.org/10.1007/978-3-031-35129-7_24openalex-snapshot
Improving Educational Outcomes: Developing and Assessing Grading System (ProGrader) for Programming Courses
inferred← citeshttps://doi.org/10.1007/978-3-032-00953-1_13openalex-snapshot
Assessment in Computer Science Education
inferred← citeshttps://doi.org/10.1007/978-981-16-1089-9_41openalex-snapshot
An Exploratory Analysis and Prediction of Factors Influencing the Debugging Behavior of Computer Science Students
inferred← citeshttps://doi.org/10.1007/s10209-022-00958-9openalex-snapshot
Integrating online meta-cognitive learning strategy and team regulation to develop students’ programming skills, academic motivation, and refusal self-efficacy of Internet use in a cloud classroom
inferred← citeshttps://doi.org/10.1007/s10639-022-11247-6openalex-snapshot
Engaging students in active exploration of programming worked examples
inferred← citeshttps://doi.org/10.1007/s10639-023-12220-7openalex-snapshot
WebAVALIA: analysis of students’ opinions and experiences using an e-assessment tool in collaborative learning
inferred← citeshttps://doi.org/10.1007/s11423-023-10277-2openalex-snapshot
Automated assessment system for programming courses: a case study for teaching data structures and algorithms
inferred← citeshttps://doi.org/10.1007/s12528-022-09310-9openalex-snapshot
Enhancing students’ beliefs regarding programming self-efficacy and intrinsic value of an online distributed Programming Environment
inferred← citeshttps://doi.org/10.1016/j.heliyon.2023.e20947openalex-snapshot
How problem difficulty and order influence programming education outcomes in online judge systems
inferred← citeshttps://doi.org/10.1108/979-8-88730-831-920251020openalex-snapshot
Are Executable Exams Executable?
inferred← citeshttps://doi.org/10.1109/access.2019.2938391openalex-snapshot
Automated Assessment of Computer Programming Practices: The 8-Years UNED Experience
inferred← citeshttps://doi.org/10.1109/access.2019.2949927openalex-snapshot
Applying Blended Learning in Programming Courses
inferred← citeshttps://doi.org/10.1109/access.2021.3119145openalex-snapshot
Impact of Practical Skills on Academic Performance: A Data-Driven Analysis
inferred← citeshttps://doi.org/10.1109/apsec53868.2021.00062openalex-snapshot
Detecting Functional Differences using Automatic Test Generation for Automated Assessment in Programming Education
inferred← citeshttps://doi.org/10.1109/rita.2022.3217193openalex-snapshot
Automatic Assessment of Learning Outcomes as a New Paradigm in Teaching a Programming Course: Engineering in Society 5.0
inferred← citeshttps://doi.org/10.1145/3385209.3385226openalex-snapshot
Applying Code Quality Detection in Online Programming Judge
inferred← citeshttps://doi.org/10.1145/3587102.3588848openalex-snapshot
Towards a Success Model for Automated Programming Assessment Systems Used as a Formative Assessment Tool
inferred← citeshttps://doi.org/10.11591/ijece.v12i3.pp2867-2875openalex-snapshot
Validity of a graph-based automatic assessment system for programming assignments: human versus automatic grading
inferred← citeshttps://doi.org/10.1177/0047239520926971openalex-snapshot
Tools and Techniques for Teaching Computer Programming: A Review
inferred← citeshttps://doi.org/10.1186/s40561-023-00257-7openalex-snapshot
i-Ntervene: applying an evidence-based learning analytics intervention to support computer programming instruction
inferred← citeshttps://doi.org/10.14742/apubs.2022.126openalex-snapshot
Collaborating with AIed for better student-teacher reconnection
inferred← citeshttps://doi.org/10.16920/jeet/2021/v34i0/157202openalex-snapshot
Activity Based Programming Learning
inferred← citeshttps://doi.org/10.18178/ijiet.2023.13.6.1886openalex-snapshot
Learners’ Differences in Blended Learner-Centric Approach for a Common Programming Subject
inferred← citeshttps://doi.org/10.18260/1-2--34078openalex-snapshot
A Total Quality Management Tool for Experiential Engineering Education
inferred← citeshttps://doi.org/10.18517/ijaseit.11.6.13372openalex-snapshot
An Automated Statechart Diagram Assessment using Semantic and Structural Similarities
inferred← citeshttps://doi.org/10.22266/ijies2021.0228.46openalex-snapshot
A Different Approach on Automated Use Case Diagram Semantic Assessment
inferred← citeshttps://doi.org/10.24251/hicss.2023.008openalex-snapshot
Lecturers’ and Students’ Experiences with an Automated Programming Assessment System
inferred← citeshttps://doi.org/10.33423/jhetp.v23i17.6543openalex-snapshot
The Human Teacher, the AI Teacher and the AIed-Teacher Relationship
inferred← citeshttps://doi.org/10.3390/educsci15111486openalex-snapshot
Practical Programming Exams with Automated Assessment Improve Student Engagement and Learning Outcomes
inferred← citeshttps://doi.org/10.3390/su11205568openalex-snapshot
Effect of an Instructor-Centered Tool for Automatic Assessment of Programming Assignments on Students’ Perceptions and Performance
inferred← citeshttps://doi.org/10.3390/su12187451openalex-snapshot
Automated Assessment in Programming Courses: A Case Study during the COVID-19 Era
inferred← citeshttps://doi.org/10.4018/979-8-3693-3124-8.ch005openalex-snapshot
Exploring the Landscape of Online Formative Assessment Practices in Programming Courses
inferred← citeshttps://doi.org/10.4018/ijicte.20210701.oa5openalex-snapshot
Self and Peer E-Assessment
inferred← citeshttps://doi.org/10.58459/rptel.2023.18030openalex-snapshot
Theoretical and practical assessments over SSH
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