Résumés
Abstract
This practical report addresses a teaching activity that consists in students submitting small programming Challenges on a web platform as part of an Introduction to Programming course (CS1). An automatic correction system called CAFÉ assesses the Challenges and provides each student with immediate feedback and feedforward on both processes and products. This report focuses on the students’ acceptance of the tool by analysing promising results with respect to student participation, performance, and perception.
Keywords:
- CAFÉ,
- Programming Challenges,
- automatic feedback,
- automatic feedforward,
- acceptance,
- CS1
Résumé
Ce rapport porte sur une activité d’apprentissage qui consiste, pour les étudiants, à soumettre des Challenges de Programmation via un site Internet, dans le contexte d’un cours d’Introduction à la Programmation (CS1). Un système de correction automatique, appelé CAFÉ, évalue ces Challenges et transmet immédiatement à l’étudiant·e du feedback et du feedforward, autant à propos de sa performance que du processus qui y a mené. Ce rapport se concentre sur la réception, par les étudiant·e·s, de cet outil, en analysant des résultats prometteurs concernant la participation, la performance et la perception des étudiants.
Mots-clés :
- CAFÉ,
- Challenges de Programmation,
- feedback automatique,
- feedforward automatique,
- réception,
- CS1
Parties annexes
References
- Académie de recherche et d’enseignement supérieur. (n.d.). Statistiques / Indicateurs de l’enseignement supérieur. http://ares-ac.be/...
- Beaubouef, T., Lucas, R., & Howatt, J. (2001). The UNLOCK system: Enhancing problem solving skills in CS-1 students. ACM SIGCSE Bulletin, 33(2), 43–46. https://doi.org/10.1145/571922.571953
- Beaubouef, T., & Mason, J. (2005). Why the high attrition rate for computer science students: Some thoughts and observations. ACM SIGCSE Bulletin, 37(2), 103–106. https://doi.org/10.1145/1083431.1083474
- Boud, D. (2000). Sustainable assessment: Rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151–167. https://doi.org/10.1080/713695728
- Brauer, M. (2011). Enseigner à l’université: conseils pratiques, astuces, méthodes pédagogiques. Armand Colin.
- Brookhart, S. M. (2008). How to give effective feedback to your students. Association for Supervision & Curriculum Development (ASCD).
- Derval, G., Gego, A., Reinbold, P., Frantzen, B., & Van Roy, P. (2015). Automatic grading of programming exercises in a MOOC using the INGInious platform. In M. Lebrun, M. Ebner, I. de Waard, & M. Gaebel (Eds.), Proceedings papers of the European Stakeholder Summit on Experiences and Best Practices in and Around MOOCs (EMOOCS’15) (pp. 86–91). Université catholique de Louvain. http://hdl.handle.net/2078.1/182120
- Edwards, S. H., & Perez-Quinones, M. A. (2008). Web-CAT: Automatically grading programming assignments. ACM SIGCSE Bulletin, 40(3), 328. https://doi.org/10.1145/1384271.1384371
- Karavirta, V., Korhonen, A., & Malmi, L. (2006). On the use of resubmissions in automatic assessment systems. Computer Science Education, 16(3), 229–240. https://doi.org/10.1080/08993400600912426
- Keuning, H., Jeuring, J., & Heeren, B. (2019). A systematic literature review of automated feedback generation for programming. ACM Transactions on Computing Education (TOCE), 19(1), 1–43. https://doi.org/10.1145/3231711
- Knoblauch, C. H., & Brannon, L. (1981). Teacher commentary on student writing: The state of the art. Freshman English News, 10(2), 1–4. http://jstor.org/...
- Kumar, A. N. (2013). Using problets for problem-solving exercises in introductory C++/Java/C# courses. In Proceedings of 2013 IEEE Frontiers in Education Conference (pp. 9–10). https://doi.org/10.1109/FIE.2013.6684774
- Liénardy, S., Donnet, B., & Leduc, L. (2021). Promoting engagement in a CS1 course with assessment for learning. A practice report. Student Success, 12(1), 102–111. https://doi.org/10.5204/ssj.1668
- Liénardy, S., Leduc, L., Verpoorten, D., & Donnet, B. (2020). CAFE: Automatic correction and feedback of programming challenges for a CS1 course. In A. Luxton-Reilly & C. Szabo (Chairs), Proceedings of the Twenty-Second Australasian Computing Education Conference (ACE’20) (pp. 95–104). https://doi.org/10.1145/3373165.3373176
- Lobb, R., & Harlow, J. (2016). Coderunner: A tool for assessing computer programming skills. ACM Inroads, 7(1), 47–51. https://doi.org/10.1145/2810041
- Narciss, S., & Huth, K. (2004). How to design informative tutoring feedback for multi-media learning. In H. M. Niegemann, D. Leutner, & R. Brünken (Eds.), Instructional design for multimedia learning (pp. 181–195). Waxmann.
- Nicol, D. (2009). Quality enhancement themes: The first year experience. Transforming assessment and feedback: Enhancing integration and empowerment in the first year. Quality Assurance Agency for Higher Education. http://dera.ioe.ac.uk/11605
- Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–144. https://doi.org/10.1007/BF00117714
- Sambell, K., McDowell, L., & Montgomery, C. (2013). Assessment for learning in higher education. Routledge. https://doi.org/10.4324/9780203818268
- Singh, R., Gulwani, S., & Solar-Lezama, A. (2013). Automated feedback generation for introductory programming assignments. In H.-J. Boehm et C. Flanagan (Chairs), PLDI’13 : Proceedings of the 34th ACM SIGPLAN Conference on Programming Language Design and Implementation (pp. 15‑26). https://doi.org/10.1145/2491956.2462195
- Tinto, V. (1999). Taking retention seriously: Rethinking the first year of college. NACADA Journal, 19(2), 5–9. https://doi.org/10.12930/0271-9517-19.2.5
- Verpoorten, D., Parlascino, E., André, M., Schillings, P., Devyver, J., Borsu, O., Van de Poël, J. F., & Jérôme, F. (2017). Blended learning. Pedagogical success factors and development methodology. Université de Liège, IFRES. http://hdl.handle.net/2268/209645
- Viau, R. (2009). La motivation en contexte scolaire (2nd ed.). De Boeck.
- Watson, C., & Li, F. W. B. (2014). Failure rates in introductory programming revisited. In A. Cajander, M. Daniels, T. Clear, & A. Pears (Chairs), Proceedings of the 2014 Conference on Innovation & Technology in Computer Science Education (ITiCSE’14) (pp. 39–44). https://doi.org/10.1145/2591708.2591749