A comparison between novice and experienced compiler users in a learning environment
ITiCSE '98 Proceedings of the 6th annual conference on the teaching of computing and the 3rd annual conference on Integrating technology into computer science education: Changing the delivery of computer science education
Experiences in automatic assessment on mass courses and issues for designing virtual courses
Proceedings of the 7th annual conference on Innovation and technology in computer science education
Teaching Software Engineering in a Compiler Project Course
Journal on Educational Resources in Computing (JERIC)
Design and implementation of a modern compiler course
Proceedings of the 11th annual SIGCSE conference on Innovation and technology in computer science education
Automatic test-based assessment of programming: A review
Journal on Educational Resources in Computing (JERIC)
A set of tools to teach compiler construction
Proceedings of the 13th annual conference on Innovation and technology in computer science education
CARDS: A Metamodel Approach to Aggregate Outcomes of Learning Tools
ICALT '10 Proceedings of the 2010 10th IEEE International Conference on Advanced Learning Technologies
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Experience in teaching the subject of Language Processors within the degree for Technical Engineering Computer Science, highlights the difficulties developing a compiler, for both students and instructors. The former because they are often disoriented when they are unable to get some feedback on their work and the latter because of the amount of effort and time involved to perform the evaluation. This paper presents a system for assisting evaluation using test cases, aligned with the trends of European Higher Education Area ongoing evaluation methodology. This approach is implemented in four phases where different problems are faced. The first phase consists of designing a test case set, accurate enough to discern whether the student successfully absorbed the different concepts and contents of the subject. The second phase involves the implementation of a runtime environment for the designed tests, so that many of the tasks required by the teaching staff can be automated. In the third phase, automatic assessment, according to different criteria is implemented. The fourth phase is the report of the results of the previous execution like straightforward feedback for both students and teachers