Automated competency measurement and feedback generation for object-oriented programming

根据该项目迄今为止的课程，已经有可能通过对学生编程代码的教学和实证分析来确定能力候选人，并以这种方式将编程代码的自动分析和评估作为编程任务的解决方案与面向对象编程能力的循证定义和测量联系起来。这为创建相应的评价项目并将其应用于教学奠定了科学的基础。然而，这些项目的成功使用需要的能力候选人的实证验证发现，到目前为止，特别是，调查这些项目的效果和自动生成的，以能力为导向的反馈的基础上。此外，能力候选人的推导绝不能被认为是完成了迄今为止的结果，因此，进一步的能力候选人可以而且应该推导出成功建立的方法在项目期间迄今为止和相关项目的能力测量定义。因此，该项目追求教学和教育技术目标。在教学部分中，进一步的能力候选人的推导以及发现的能力候选人的实证验证是在前台，其次是自动反馈和提交的解决方案的质量之间的相互联系的调查。这些项目的使用将产生大量数据，从而能够就知识差距或误解得出结论。反过来，对有用反馈的分析将有助于得出关于引发反馈的技能缺陷的性质和结构以及项目的质量和功能的结论。由于该项目为期数年，即将到来的学期和现有数据集的比较将不仅关注短期影响，而且关注跨学期的影响，以便能够观察由于几年来使用相同的任务而产生的磨损效应。在目标的教育技术部分，重点是针对具体学科进一步发展技术程序，这涉及支持对大量程序代码的教学分析和自动生成具体的、面向能力的反馈。其目的是自动化教学部分所需的学生程序代码的定性分析，以便识别知识差距，误解和能力缺陷的机制可以成为JACK使用的电子评估系统的一个组成部分，从而使以能力为导向的反馈的进一步发展超出了项目学期的结束，特别是在讲座的日常操作。

Based on the course of the project so far, it has been possible to identify competence candidates through the didactic and empirical analysis of student programming code and in this way to link the automated analysis and evaluation of programming code as a solution to programming tasks with the evidence-based definition and measurement of competences for object-oriented programming. This lays the scientific foundation for creating corresponding assessment items and using them in teaching. Nevertheless, the successful use of these items requires the empirical validation of the competence candidates found so far and, in particular, the investigation of the effect of these items and the automatically generated, competence-oriented feedback based on them. In addition, the derivation of competence candidates can by no means be regarded as completed with the results so far, so that further competence candidates can and should be derived with the method successfully established during the project so far and associated items for competence measurement defined. The project thus pursues both didactic and educational technology goals. In the didactic part, the derivation of further competence candidates as well as the empirical validation of the found competence candidates are in the foreground, followed by the investigation of the mutual connection between automated feedback and the quality of the submitted solutions. The use of the items will generate extensive data that will allow conclusions to be drawn about knowledge gaps or misconceptions. The analysis of helpful feedback, in turn, will allow conclusions to be drawn about the nature and structure of the skills deficits that triggered the feedback, as well as about the quality and functioning of the items. Due to the project's duration of several years, a comparison of upcoming semesters and existing data sets will not only focus on short-term effects, but also on effects across semesters, in order to be able to observe wear-and-tear effects due to the use of identical tasks over several years. In the educational technology part of the objective, the focus is on the subject-specific further development of technical procedures, which concern both the support for the didactic analysis of large amounts of programme code and the automatic generation of specific, competence-oriented feedback. The aim is to automate the qualitative analysis of student programme code necessary for the didactic part to such an extent that mechanisms for recognising knowledge gaps, misconceptions and competence deficits can become an integral part of the e-assessment system JACK used and thus enable the further development of competence-oriented feedback beyond the end of the project term, especially in the everyday operation of a lecture.