Title:Automatic Assessment of Learning Outcomes as a New Paradigm in Teaching a Programming Course: Engineering in Society 5.0 [Descargar]
Título:Evaluación Automática de Resultados de Aprendizaje como un Nuevo Paradigma en la enseñanza de un Curso de Programación: La ingeniería en la sociedad 5.0 [Descargar]
C. G. Hidalgo-Suarez, V. A. Bucheli and H. Ordoñez
Content management;Educational courses;Education;Software product lines;Computer languages;Curriculum development;Computer science education;Code metrics;automatic assessment code;programming course;education;educational technology
Programming education goes through the transition from the content model to the learning outcomes model and the integration of technology, where automatic assessment tools allow students to support them in practice; This makes learning inclusive by proposing a transversal approach so that the necessary programming skills are achieved. In this sense, this paper presents a strategy that evaluates the source code and analyzes it using software metrics to identify students’ learning results in a programming course. A strategy was developed that integrates an automatic source code evaluation tool, which allowed us to identify How an evaluation-based approach supports the learning process, time, and impact in a computer programming course? The results show that the strategy helps the transition from a programming course to a learning outcomes model and reduces the evaluation time without affecting students’ grades, compared to the traditional way. Finally, it is essential to highlight that the development of strategies that integrate tools that support the teaching-learning and evaluation process in programming courses has a positive impact on academic training and decision-making, seeking to improve students’ weaknesses through the analysis of the outcomes obtained.
C. G. Hidalgo-Suarez, V. A. Bucheli and H. Ordoñez, "Automatic Assessment of Learning Outcomes as a New Paradigm in Teaching a Programming Course: Engineering in Society 5.0," in IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, vol. 17, no. 4, pp. 379-385, Nov. 2022. doi: 10.1109/RITA.2022.3217193