| Experiences with marmoset: designing and using an advanced submission and testing system for programming courses |
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Annual Joint Conference Integrating Technology into Computer Science Education
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Proceedings of the 11th annual SIGCSE conference on Innovation and technology in computer science education
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Bologna, Italy
SESSION: Innovation in the classroom
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Pages: 13 - 17
Year of Publication: 2006
ISBN:1-59593-055-8
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Downloads (6 Weeks): 5, Downloads (12 Months): 40, Citation Count: 7
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ABSTRACT
We developed Marmoset, an automated submission and testing system, to explore techniques to provide improved feedback to both students and instructors as students work on programming assignments, and to collect data to perform detailed research on the development processes of students. To address the issue of feedback, Marmoset provides students with limited access to the results of the instructor's private test cases using a novel token-based incentive system. This both encourages students to start their work early and to think critically about their work. Because students submit early, instructors can monitor all students' progress on test cases, helping identify challenging or ambiguous test cases early in order to update the project specification or devote additional time in lecture or lab sessions to the difficult test cases.To study and better understand the development process of students, Marmoset can be configured to transparently capture snapshots to a central repository everytime students save their files. These detailed development histories offer a unique, detailed perspective of each student's progress on a programming assignment, from the first line of code written and saved all the way through the final edit before the final submission. This type of data has proven extremely valuable many uses, such as mining new bug patterns and evaluating existing bug-finding tools.In this paper, we describe our initial experiences using Marmoset in several introductory computer science courses, from the perspectives of both instructors and students. We also describe some initial research results from analyzing the student snapshot database.
REFERENCES
Note: OCR errors may be found in this Reference List extracted from the full text article. ACM has opted to expose the complete List rather than only correct and linked references.
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Stephen H. Edwards, Rethinking computer science education from a test-first perspective, Companion of the 18th annual ACM SIGPLAN conference on Object-oriented programming, systems, languages, and applications, October 26-30, 2003, Anaheim, CA, USA
[doi> 10.1145/949344.949390]
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JUnit, testing resources for extreme programming. http://junit.org, 2004.
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Y. Liu, E. Stroulia, K. Wong, and D. German. Using CVS historical information to understand how students develop software. In Proceedings of the International Workshop on Mining Software Repositories, Edinburgh, Scotland, May 2004.
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Christian Murphy , Gail Kaiser , Kristin Loveland , Sahar Hasan, Retina: helping students and instructors based on observed programming activities, Proceedings of the 40th ACM technical symposium on Computer science education, March 04-07, 2009, Chattanooga, TN, USA
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Stephen H. Edwards , Jason Snyder , Manuel A. Pérez-Quiñones , Anthony Allevato , Dongkwan Kim , Betsy Tretola, Comparing effective and ineffective behaviors of student programmers, Proceedings of the fifth international workshop on Computing education research workshop, August 10-11, 2009, Berkeley, CA, USA
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