计算机专业文献翻译对程序课程的一个可靠的考试系统的评估Word格式.docx

1、for Programming CoursesTorbj?rn Jonsson, Pouria Loghmani and Simin Nadjm-TehraniDepartment of Computer and Information ScienceLink?ping University, Swedentorjo,poulo,siminida.liu.se AbstractThis paper describes our experience with an authentic examination system for programming courses. We briefly d

2、escribe the architecture of the system, and present results of evaluating the system in real examination situations. Some of the factors studied in detail are the on-line interactions between the students and examiners, the response times and their effects on the pressure experienced by student, the

3、 acceptance of the method among the students, and whether the examination form is gender-neutral.IntroductionAs experienced teachers in programming courses we have noticed the drawbacks in the traditional examination form used in programming courses. The students learn to program via laboratory exer

4、cises, but the final evaluation of their abilities and the grading of the examination are in a form that uses paper and pen instead of computers. Considering that the student will never use this mode for producing a program through the professional life, we consider this to be not a suitable method.

5、At the Department of Computer Science at Link?ping University 12 fundamental programming courses for approximately 1000 students in different educational programs are taught annually. This paper deals with a new pedagogical view in these programming courses, which can be applied to any programming l

6、anguage, type of student and educational program. The idea is based on extensive studies around different examination forms, where individual grading, efficient and useful feedback and the authenticity of the examination form are used as basic criteria for the choice of examination method. We believ

7、e that the choice of method together with the added efficiency in the assessment process improves the quality of our study programmes. In particular, we believe that it will change the examination process from a summative to a normative assessment occasion 1.For a number of years we have experimente

8、d with testing the students via computer-aided examinations in some pilot courses - an authentic examination form for this type of course. However, this examination form has not become more widespread due to insufficient support for thecomputer environment necessary for this kind of examination. Dur

9、ing the past year a new authentic examination system （AES） has been developed, where all the students and the examining teachers are connected to the same system. The process, including communication and grading, is supported by this environment. In this paper we describe the examination system and

10、our initial evaluations of this system in a number of relatively large examination sessions. The courses in question covered programming in Ada and were taken by first and second year students.During the past year we have evaluated the AES. The instruments used for the evaluation consisted of questi

11、onnaires filled by 231 students over a period of 3 months and 4 examinations.The paper is organised as follows. In section 1 we describe why the type of examination we propose is the most appropriate for programming courses and compare to some related systems. Section 2 includes a brief technical de

12、scription of the examination systems, including its architectural design. In section 3 we describe how the computer system, that manages the examination process on-line, has to be augmented by rules set up in each particular course. Section 4 covers our evaluation methods and is followed by evaluati

13、on results in section 5. Section 6 concludes the paper.1 Examination formsEvery examination method has specific characteristics that make it more or less appropriate to a particular course setting. H?kan Oswaldsson studied the range of possible examination forms for a typical programming course prio

14、r to the development of the current examination system in our department 5. While several modes of examination can be considered as effective means for enhanced learning （e.g. home assignments, oral examinations following a design assignment, etc）, there are not many examination types that combine t

15、he need for a summative assessment, with adequate feedback to induce learning. Combined with the large number of students that we are currently teaching, design of an ideal examination setting is a truly challenging task.The work by Dawson-Howe is an early attempt to bring computer support into the

16、process of programming assignment evaluation and administration 2. The need for automated examination systems has become more pertinent during the late 90s with the advent of distance and life long learning. For example, at the Open University in UK there have been attempts to exchange student assignments , and their （subsequent） correction and asses sment by examin