Students surveyed in a DSA course perceived the automarker as a formative instructional strategy that supported experiential learning of programming¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Survey responses from 39 students indicated the automarker served as a formative instructional strategy for experiential learning and honing programming skills. → Andre L. C. Barczak 2023

Evidence¶

Andre L. C. Barczak 2023¶

Andre L. C. Barczak, Anuradha Mathrani, Binglan Han, Napoleon H. Reyes. (2023). Automated assessment system for programming courses: a case study for teaching data structures and algorithms. Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10277-2

q2 · i? · design · r2

Anonymous voluntary survey over two DSA course offerings yielded 46 responses from a combined class size of 100; seven blank responses were eliminated, leaving 39 valid responses. Students ranked assignments and overall experience, and the authors interpret the responses as showing the automarker "served as a formative instructional strategy".

"Based on these responses, we find that the automarker served as a formative instructional strategy for experiential learning and honing students’ programming skills."

Discussion¶

Related Claims¶

• Students reported that automarker clues and comments were extremely helpful for completing their programming assignments — related
• Most surveyed students actively engaged in resolving coding errors based on automarker feedback — related
• Students' self-rated C programming skill before the DSA course was evenly split between good/excellent and average/poor — related