Competition and Feedback through Automated Assessment in a Data Structures and Algorithms Course
Tommy Färnqvist, Fredrik Heintz · 2016
We have investigated competitive elements and different forms of feedback through automated assessment in a Data Structures and Algorithms course. It is given at the start of the second year and has about 140 students. In 2011 we investigated the effects of introducing competitive elements utilizing automated assessment. In 2012 we investigated how feedback through automated assessment on the labs influences student's ways of working, their performance, and their relations to the examining staff. The students get immediate feedback concerning correctness and efficiency. When judged correct the assistants make sure the program also fulfill requirements such as being well structured. After the course, we investigated the students attitudes to, and experiences from, using automated assessment via a questionnaire. 80% of the students are positive and it positively influenced their ways of working. 50% said they put in more effort because of automated judging. Moreover, assessment is seen as more objective as it is executed in the exact same manner for everyone. Both of these statements are confirmed by assessing the labs from 2011 using the same automated tool as was used in 2012. Our conclusions are that feedback through automated assessment gives wanted positive effects and is perceived as positive by the students.