Asee peer logo

A Study of Online Assessment Tools to Practice Programming and Their Effect on Students Grades

Download Paper |

Conference

2018 ASEE Mid-Atlantic Section Spring Conference

Location

Washington, District of Columbia

Publication Date

April 6, 2018

Start Date

April 6, 2018

End Date

April 7, 2018

Tagged Topic

Diversity

Page Count

7

Permanent URL

https://peer.asee.org/29452

Download Count

26

Request a correction

Paper Authors

biography

Jose M Reyes Alamo CUNY - New York City College of Technology

visit author page

José M. Reyes Álamo did his undergraduate studies in Computer Science at the University of Puerto Rico at Bayamón. After graduation he worked in the industry but his strong passion for education and research brought him back to school a year later. He went to Iowa State University (ISU) to pursue his Ph.D. in Computer Science. During his time at ISU he worked in the Smart Home Lab researching topics in Software Engineering, Smart Homes, Pervasive Computing, Formal Methods, and Wireless Sensors. He published several papers and completed his dissertation entitled "A framework for safe composition of heterogeneous SOA services in a pervasive computing environment with resource constraints". In ISU he was also involved in several other activities like organizing the GMAP Symposium, participating in student organizations, and working as research assistant. After graduation he worked for a trading software company in New York City but once again his love for academics brought him back, this time as a professor in Computer Engineering Technology at CUNY - New York City College of Technology.

visit author page

Download Paper |

Abstract

“Practice makes perfect” is an old phrase that proves truth in many aspects of the life of a computer engineer. Students in programming courses are reminded constantly by their instructors to practice in order to become better developers. Traditionally, book exercises have been used or assigned to students for practicing programming. However unless these exercises are counted for credit, some students will lack the motivation to do them. On the other hand, assigning too many problems for credit can become a time consuming activity for both students and faculty as well as a grading burden for instructors. It is also known that there are a lot of online resources for practicing programming, but students can get overwhelmed with so many tools. In this work in progress paper we present our preliminary results of how using online assessment tools can help student practice and improve their programming skills. The tools used provide immediate feedback and automatic grading. The hypothesis is that these tools help students to practice more and by giving them immediate feedback and quick grading, they get better at programming and consequently get better test scores. Preliminary data collected shows this to be the case. In this paper we present different scenarios how these tools were used and their effect in the final exam results in different semesters.

Reyes Alamo, J. M. (2018, April), A Study of Online Assessment Tools to Practice Programming and Their Effect on Students Grades Paper presented at 2018 ASEE Mid-Atlantic Section Spring Conference, Washington, District of Columbia. https://peer.asee.org/29452

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2018 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015