Reconsidering Automated Feedback: A Test-Driven Approach
Reconsidering Automated Feedback: A Test-Driven Approach
复制标题
重新考虑自动反馈：测试驱动的方法
DOI：
10.1145/2676723.2677313
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发表时间：
2015
期刊：
影响因子：
--
通讯作者：
S. Edwards
中科院分区：
文献类型：
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作者：
K. Buffardi;S. Edwards
编写有意义的软件测试需要学生批判性地思考问题，并考虑可能破坏解决方案代码的各种情况。因此，为了克服代码中的错误，学生反思他们的工作并编写健壮的测试，而不是依赖试错技术，这将是有益的。自动评分系统为学生提供关于编程作业的及时反馈，并可以帮助他们确定他们对要求的解释与教师的期望不符的地方。然而，当自动评分系统帮助学生识别代码中的错误时，系统可能会无意中阻止学生进行批判性思考和彻底测试，而是鼓励依赖教师的测试。在本文中，我们解释了一个框架，用于确定学生是否已经充分测试了他们的代码的特定功能，这是失败的教师的测试。使用框架的实现，我们分析了自动评分系统的反馈编程任务，并发现它往往提供提示，可能会阻碍反射测试。
Writing meaningful software tests requires students to think critically about a problem and consider a variety of cases that might break the solution code. Consequently, to overcome bugs in their code, it would be beneficial for students to reflect over their work and write robust tests rather than relying on trial-and-error techniques. Automated grading systems provide students with prompt feedback on their programming assignments and may help them identify where their interpretation of requirements do not match the instructor's expectations. However, when automated grading systems help students identify bugs in their code, the systems may inadvertently discourage students from thinking critically and testing thoroughly and instead encourage dependence on the instructor's tests. In this paper, we explain a framework for identifying whether a student has adequately tested a specific feature of their code that is failing an instructor's tests. Using an implementation of the framework, we analyzed an automated grading system's feedback for programming assignments and found that it often provided hints that may discourage reflective testing.