Automatic assessment of OpenGL computer graphics assignments
Burkhard Claus Wünsche, Zhen Chen, Lindsay Alexander Shaw, Thomas Suselo, Kai‐Cheung Leung, Davis Dimalen, Wannes van der Mark, Andrew Luxton-Reilly, Richard J. Lobb · 2018
Teaching and learning computer graphics is often considered challenging due to it requiring a diverse range of skills such as mathematics, programming, problem solving, and art and design. Assignments are a popular tool to support learning and to assess students' understanding. The value of such assignments depends on the ability to give fast (and ideally formative) feedback, and enabling students to interactively explore the solution space. This is often a problem, in particular for large classes, where assignment marking can take many days or even weeks. By the time feedback is received students often don't remember details, and there is usually no opportunity to resubmit and hence little motivation to reflect on and correct mistakes.