Applying Two-rounds Collaborative Peer Review to Assess Students' Programming Assignments
Ya-Chi Wang, Hsi‐Min Chen, Chuan-Lin Huang · 2022
As peer code review gradually becomes a necessary skill for software developers, to adapt the mechanism of peer code review, the concept of peer review will be introduced into the course of education for students to learn the process of code review. However, most of the peer code reviews currently implemented in education are to allow students to review each other's programming work, and most of them only implement a single-round review, not a two-rounds review that is more in line with the actual software development company's use. The single-round review causes students to lack the habit and opportunity to correct their code errors, resulting in limited progress for students in peer code reviews. To improve the problems mentioned above, we propose a code-based assessment system that integrates the mechanism of the two-rounds review and modifies the original system architecture for both students and teachers. On the student side, students can revise their code and upload it, so that students can learn programming skills and code quality through code revision. On the teacher side, the new review feedback score function allows the teacher to know whether student review comments are helpful or not, and to know how well students understand the review metrics and programming concepts through the feedback scores. The teacher can also help the students to review the program so that each student can receive review comments after each round of review. Lastly, through the performance of the experimental group and the control group to analyze the impact of the two-rounds peer review on students' learning and use the UTAUT model to analyze the students' acceptance of the two-rounds review evaluation system.