Politehnika i dizajn, Vol. 7 No. 3, 2019.
Stručni rad
https://doi.org/10.19279/TVZ.PD.2019-7-3-02
AUTOMATIC EVALUATION OF ALGORITHM TASKS
Stjepan Šalković
orcid.org/0000-0002-3560-2023
; Veleučilište Hrvatsko zagorje Krapina, Krapina, Hrvatska
Nenad Sikirica
; Veleučilište Hrvatsko zagorje Krapina, Krapina, Hrvatska
Sažetak
The learning outcomes of algorithms and programming are mostly adopted through task solving. Evaluating works requires a lot of time and effort from teachers, especially with a larger number of students. It is important for each student to receive feedback in order to further work on content that was not adopted. It is therefore desirable for a teacher to use a specific tool to evaluate solutions, keep track of progress, and possibly analyze plagiarism. The paper analyzes the results of evaluation of students by different elements. I have used written exams, automatic evaluation and quizzes. After the evaluation was over, the results were compared. Results of all three elements is different, but not significant. The distribution of results in the Gaussian curve is shifted to the right. This shift is somewhat higher for automatic evaluation. It was implemented using the Moodle Virtual Programming Lab and Autogradr.com tools. The experiment in several different units showed the advantages and disadvantages of each tool. Evaluation is objective, but often simple tasks are either resolved completely or not resolved. DOI: 10.19279/TVZ.PD.2019-7-3-02
164POLYTECHNIC & DESIGN Vol. 7, No. 3, 2019.POLYTECHNIC & DESIGN Vol. 7, No. 3, 2019.PD.TVZ.HRPD.TVZ.HRThe advantage is quick feedback and a simple interface, and the disadvantage is that there is no interaction, partial solutions do not carry points, and students exchange solutions. Automatic grading requires a change in the teacher's schedule. Much more time is needed to prepare, but reduces the time spent during the evaluation. Students have more feedback, and evaluation is more objective. The time spent by the teacher on the evaluation is slightly increasing with a larger number of students. Despite the use of the tool, the teacher is still unreplaceable, both in the process of adopting the content, as well as in training and acquiring the skill of solving algorithmic tasks. To evaluate students' work it is desirable to use automatic evaluation, but also to keep track of student progress with other methods.
Ključne riječi
Automatic evaluation; algorithm; Virtual Programming Lab; Autogradr
Hrčak ID:
230591
URI
Datum izdavanja:
2.12.2019.
Posjeta: 871 *