ABSTRACT :
In this WIP Research to Practice paper, we explored the impact of integrating the university’s learning management system and an automatic grading system in delivering a large-scale introduction to programming course in 2 consecutive quarters. Our initial approach utilizes an on-demand standalone automatic grading system and a separate assignment submission portal on Canvas. After evaluating our performance and specific student feedback, we integrated the assignment submission portal with the auto grader system to provide a Realtime objective assessment of assignments. The main improvement after enforcing assignment submission through the auto grader (Stepik) was the noticeable improvement in the class average of assignment scores by 20.5% even though most of the test cases were hidden. Another interesting observation was the effect of our approach in decreasing the DFW rate to 12.5% from 46% and a considerable increase in the passing rate of female students, by 22%. We also noticed that in the second iteration of the course students who took the course as an elective were able to perform comparably and even better than students who took it as a requirement. It is also worth mentioning that using auto grader helped students increase their code quality.
EXISTING SYSTEM :
In introductory courses in Computer Science (CS) accurate, meaningful, timely, and efficient feedback on programming assignments is an essential part of the learning experience [1], [2], [3]. The timely assessment of assignments is also important from the teacher’s point of view since it can provide him/her with feedback that shows how learning goals are being met [1]. Another important factor in delivering successful introductory CS courses is using effective tools and techniques in designing large-scale courses. Based on a recent survey by the Computing Research Association (CRA), universities and colleges are facing a significant increase in enrollment in undergraduate CS courses [4]. The surge in CS enrollment needs to be addressed from different perspectives including use of scalable tools for assessment, designing the course to increase the retention rate of women and underrepresented minorities in CS, and making sure the passing rate for nonmajor students is comparable to that of major students.
PROPOSED SYSTEM :
This experiment was conducted during two quarters of teaching of the intermediate programming in Java course to 352 students with different levels of programming background. This course is a continuation of another introductory to programming course and therefore students are assumed to have a prior experience with coding in Java. Table I shows some statistics of both courses, including 3rd week Enrollment, DFW rate (the percentage of D, F, and W grades), percentage of female students, and percentage of students who took the course as a requirement (engineering students) enrolled in each one of the courses.
SYSTEM REQUIREMENTS
SOFTWARE REQUIREMENTS:
• Programming Language : Python
• Font End Technologies : TKInter/Web(HTML,CSS,JS)
• IDE : Jupyter/Spyder/VS Code
• Operating System : Windows 08/10
HARDWARE REQUIREMENTS:
Processor : Core I3
RAM Capacity : 2 GB
Hard Disk : 250 GB
Monitor : 15″ Color
Mouse : 2 or 3 Button Mouse
Key Board : Windows 08/10
