Use of Assessment and Feedback Systems for Introductory Computer Programming Modules of Higher Education: A Comparative Study
Jagadeeswaran Thangaraj, Monica Ward, Fiona O’Riordan · 8th International Conference on Higher Education Advances (HEAd'22) · 2022
Teaching introductory programming modules in higher education is highly challenging. In particular, it is hard to motivate novices if there is a lack of tutoring support and it is also difficult to assess their progress when there is a large class. Automated assessment and feedback systems help in this scenario. The use of automated assessment and feedback systems support teaching programming and motivate the novices in their learning process. This paper discusses these assessment and feedback systems which enable academics to assess, grade and support students learning programming. We mainly concentrate on whether these systems enable them to understand basic programming concepts and help to improve their skills. As a result of this study, we found that they are very effective in scaffolding the teaching of programming and assessing programming assignments. We conclude that these systems still need some development to be more effective to motivate their learning process.