Title

Providing More Meaningful Feedback for Autograding of Programming Assignments Through Use of Static Code Analysis

Document Type

Oral Presentation

Campus where you would like to present

Ellensburg

Event Website

https://digitalcommons.cwu.edu/source

Start Date

16-5-2021

End Date

28-5-2021

Keywords

COMPUTER, SCIENCE, EDUCATION

Abstract

Computing occupations are the #1 source of all new wages in the U.S., but currently less than half our schools teach computer science. New legislation is mandating that all WA high schools offer computer science starting next year, but we don’t have nearly enough qualified teachers. One of the keys to recruiting computer science teachers from within is the power of interactive online curricula and autograding, which enables staff to teach computer science who are not necessarily subject matter experts. This paper reviews current dynamic and static code analysis tools which can be repurposed to provide immediate and meaningful feedback for programming assignments, freeing teachers who lack confidence in their coding skills to focus on the underlying pedagogy.

Faculty Mentor(s)

Denise Shaw

Department/Program

Education

Additional Mentoring Department

https://cwu.studentopportunitycenter.com/providing-more-meaningful-feedback-for-autograding-of-programming-assignments-through-use-of-static-code-analysis/

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COinS
 
May 16th, 12:00 PM May 28th, 12:00 PM

Providing More Meaningful Feedback for Autograding of Programming Assignments Through Use of Static Code Analysis

Ellensburg

Computing occupations are the #1 source of all new wages in the U.S., but currently less than half our schools teach computer science. New legislation is mandating that all WA high schools offer computer science starting next year, but we don’t have nearly enough qualified teachers. One of the keys to recruiting computer science teachers from within is the power of interactive online curricula and autograding, which enables staff to teach computer science who are not necessarily subject matter experts. This paper reviews current dynamic and static code analysis tools which can be repurposed to provide immediate and meaningful feedback for programming assignments, freeing teachers who lack confidence in their coding skills to focus on the underlying pedagogy.

https://digitalcommons.cwu.edu/source/2021/COTS/97