Skip to main content
SpringerLink
Log in
Book cover

European Conference on Technology Enhanced Learning

EC-TEL 2016: Adaptive and Adaptable Learning pp 110–123Cite as

Mobile Grading Paper-Based Programming Exams: Automatic Semantic Partial Credit Assignment Approach

  • Conference paper
  • First Online:

Part of the book series: Lecture Notes in Computer Science ((LNISA,volume 9891))

Abstract

In this paper, we report a study of an innovative mobile application to support grading paper-based programming exams. We call the app – Programming Grading Assistant (PGA). It scans pre-generated QR-codes of paper-based question-and-concepts associations and uses OCR to recognize handwritten answers. PGA provides interfaces for teachers to calibrate recognition results, as well as to adjust partial credit assignment according to conceptual incorrectness of the answers. We evaluate the mobile grading process and the quality of grading results based on the assessed semantic information. The results demonstrate that the mobile grading approach keeps persistent traces of students’ performance, including semantic feedback and ultimately enhances grading consistency.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   79.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   99.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Notes

  1. 1.

    The mobile grading app is currently available upon request.

  2. 2.

    https://github.com/tesseract-ocr.

  3. 3.

    Source of Java Ontology: http://www.pitt.edu/~paws//ont/java.owl.

References

  1. Zhenghao, C., et al.: Who’s Benefiting from MOOCs, and Why. Harvard Business Review (2015)

    Google Scholar 

  2. Kolowich, S.: Puts MOOC Project with Udacity on Hold, in The Chronicle of Higher Education (2013)

    Google Scholar 

  3. Edwards, S.H., Perez-Quinones, M.A.: Web-CAT: automatically grading programming assignments. In: ACM SIGCSE Bulletin. ACM (2008)

    Google Scholar 

  4. Joy, M., Griffiths, N., Boyatt, R.: The boss online submission and assessment system. J. Educ. Res. Comput. (JERIC) 5(3), 2 (2005)

    Article  Google Scholar 

  5. Jackson, D., Usher, M.: Grading student programs using ASSYST. In: ACM SIGCSE Bulletin. ACM (1997)

    Google Scholar 

  6. Bloomfield, A., Groves, J.F.: A tablet-based paper exam grading system. In: ACM SIGCSE Bulletin. ACM (2008)

    Google Scholar 

  7. Bloomfield, A.: Evolution of a digital paper exam grading system. In: 2010 IEEE Frontiers in Education Conference (FIE). IEEE (2010)

    Google Scholar 

  8. Kashy, E., et al.: Using networked tools to enhance student success rates in large classes. In: Proceedings of the 27th Annual Conference Frontiers in Education Conference, 1997. Teaching and Learning in an Era of Change. IEEE (1997)

    Google Scholar 

  9. Titus, A.P., Martin, L.W., Beichner, R.J.: Web-based testing in physics education: methods and opportunities. Comput. Phys. 12(2), 117–123 (1998)

    Article  Google Scholar 

  10. Brusilovsky, P., Sosnovsky, S.: Individualized exercises for self-assessment of programming knowledge: an evaluation of QuizPACK. J. Educ. Res. Comput. (JERIC) 5(3), 6 (2005)

    Article  Google Scholar 

  11. Hsiao, I.-H., Sosnovsky, S., Brusilovsky, P.: Guiding students to the right questions: adaptive navigation support in an E-Learning system for Java programming. J. Comput. Assist. Learn. 26(4), 270–283 (2010)

    Article  Google Scholar 

  12. Dillenbourg, P.: Design for classroom orchestration. Comput. Educ. 69, 485–492 (2013)

    Article  Google Scholar 

  13. Martinez-Maldonado, R., et al.: Capturing and analyzing verbal and physical collaborative learning interactions at an enriched interactive tabletop. Int. J. Comput. Support. Collaborative Learn. 8(4), 455–485 (2013)

    Article  Google Scholar 

  14. Roschelle, J., Penuel, W.R., Abrahamson, L.: Classroom response and communication systems: research review and theory. In: Annual Meeting of the American Educational Research Association (AERA). San Diego, CA, pp. 1–8 (2004)

    Google Scholar 

  15. Slotta, J.D., Tissenbaum, M., Lui, M.: Orchestrating of complex inquiry: three roles for learning analytics in a smart classroom infrastructure. In: Proceedings of the Third International Conference on Learning Analytics and Knowledge. ACM (2013)

    Google Scholar 

  16. Bishop, J., Verleger, M.: The flipped classroom: a survey of the research. In: 120th ASEE Annual Conference & Exposition. Atlanta, GA (2013)

    Google Scholar 

  17. Crouch, C.H., Mazur, E.: Peer instruction: ten years of experience and results. Am. J. Phys. 69(9), 970–977 (2001)

    Article  Google Scholar 

  18. Fagen, A.P., Crouch, C.H., Mazur, E.: Peer instruction: results from a range of classrooms. Phys. Teach. 40(4), 206–209 (2002)

    Article  Google Scholar 

  19. Guzdial, M.: Exploring hypotheses about media computation. In: Proceedings of the Ninth Annual International ACM Conference on International Computing Education Research. ACM (2013)

    Google Scholar 

  20. Porter, L., et al.: Success in introductory programming: what works? Commun. ACM 56(8), 34–36 (2013)

    Article  Google Scholar 

  21. Simon, B., et al.: Experience report: peer instruction in introductory computing. In: Proceedings of the 41st ACM Technical Symposium on Computer Science Education. ACM (2010)

    Google Scholar 

  22. Simon, B., et al.: Experience report: CS1 for majors with media computation. In: Proceedings of the Fifteenth Annual Conference on Innovation and Technology in Computer Science Education. ACM (2010)

    Google Scholar 

  23. Sarawagi, N.: Flipping an introductory programming course: yes you can! J. Comput. Sci. Coll. 28(6), 186–188 (2013)

    Google Scholar 

  24. Amresh, A., Carberry, A.R., Femiani, J.: Evaluating the effectiveness of flipped classrooms for teaching CS1. In: 2013 IEEE Frontiers in Education Conference. IEEE (2013)

    Google Scholar 

  25. Rosiene, C., Rosiene, J.: Flipping a programming course: the good, the bad, and the ugly. In: Frontiers in Education Conference. IEEE (2015)

    Google Scholar 

  26. Hsiao, I.-H., Govindarajan, S.K.P., Lin, Y.-L.: Semantic visual analytics for today’s programming classrooms. In: The 6th International Learning Analytics and Knowledge Conference. ACM, Edinburgh, UK (2016)

    Google Scholar 

  27. Brill, E., Moore, R.C.: An improved error model for noisy channel spelling correction. In: Proceedings of the 38th Annual Meeting on Association for Computational Linguistics. Association for Computational Linguistics (2000)

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Computing, Informatics and Decision Systems Engineering, Arizona State University, 699 S. Mill Ave., Tempe, AZ, USA

    I-Han Hsiao

Authors
  1. I-Han Hsiao
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to I-Han Hsiao .

Editor information

Editors and Affiliations

  1. KU Leuven , Leuven, Belgium

    Katrien Verbert

  2. The Open University , Milton Keynes, United Kingdom

    Mike Sharples

  3. Jožef Stefan Institute , Ljubljana, Slovenia

    Tomaž Klobučar

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer International Publishing Switzerland

About this paper

Cite this paper

Hsiao, IH. (2016). Mobile Grading Paper-Based Programming Exams: Automatic Semantic Partial Credit Assignment Approach. In: Verbert, K., Sharples, M., Klobučar, T. (eds) Adaptive and Adaptable Learning. EC-TEL 2016. Lecture Notes in Computer Science(), vol 9891. Springer, Cham. https://doi.org/10.1007/978-3-319-45153-4_9

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-45153-4_9

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-45152-7

  • Online ISBN: 978-3-319-45153-4

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation