Applying algorithm animation techniques for program tracing, debugging, and understanding
ICSE '93 Proceedings of the 15th international conference on Software Engineering
Using student-built algorithm animations as learning aids
SIGCSE '97 Proceedings of the twenty-eighth SIGCSE technical symposium on Computer science education
Grading student programs using ASSYST
SIGCSE '97 Proceedings of the twenty-eighth SIGCSE technical symposium on Computer science education
Web-based animation of data structures using JAWAA
SIGCSE '98 Proceedings of the twenty-ninth SIGCSE technical symposium on Computer science education
Testers and visualizers for teaching data structures
SIGCSE '99 The proceedings of the thirtieth SIGCSE technical symposium on Computer science education
JHAVÉ—an environment to actively engage students in Web-based algorithm visualizations
Proceedings of the thirty-first SIGCSE technical symposium on Computer science education
PILOT: an interactive tool for learning and grading
Proceedings of the thirty-first SIGCSE technical symposium on Computer science education
Algorithm simulation with automatic assessment
Proceedings of the 5th annual SIGCSE/SIGCUE ITiCSEconference on Innovation and technology in computer science education
Fully automatic assessment of programming exercises
Proceedings of the 6th annual conference on Innovation and technology in computer science education
Constructivism in computer science education
Journal of Computers in Mathematics and Science Teaching
The marking system for CourseMaster
Proceedings of the 7th annual conference on Innovation and technology in computer science education
Does it make a difference if students exercise on the web or in the classroom?
Proceedings of the 7th annual conference on Innovation and technology in computer science education
Using Evaluation to Shape ITS Design: Results and Experiences with SQL-Tutor
User Modeling and User-Adapted Interaction
Animation of user algorithms on the Web
VL '97 Proceedings of the 1997 IEEE Symposium on Visual Languages (VL '97)
Working group reports from ITiCSE on Innovation and technology in computer science education
Matrix: concept animation and algorithm simulation system
Proceedings of the Working Conference on Advanced Visual Interfaces
Preface to the special issue on automated assessment of programming assignments
Journal on Educational Resources in Computing (JERIC)
Individualized exercises for self-assessment of programming knowledge: An evaluation of QuizPACK
Journal on Educational Resources in Computing (JERIC)
Experiences on Using TRAKLA2 to Teach Spatial Data Algorithms
Electronic Notes in Theoretical Computer Science (ENTCS)
ACM Transactions on Computing Education (TOCE)
Review of recent systems for automatic assessment of programming assignments
Proceedings of the 10th Koli Calling International Conference on Computing Education Research
JUG: a JUnit generation, time complexity analysis and reporting tool to streamline grading
Proceedings of the 17th ACM annual conference on Innovation and technology in computer science education
PETCHA: a programming exercises teaching assistant
Proceedings of the 17th ACM annual conference on Innovation and technology in computer science education
The effect of short formative diagnostic web quizzes with minimal feedback
Computers & Education
Automated grading and tutoring of SQL statements to improve student learning
Proceedings of the 13th Koli Calling International Conference on Computing Education Research
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In this paper, we present our experiences in using two automatic assessment tools, TRAKLA and TRAKLA2, in a second course of programming. In this course, 500--700 students have been enrolled annually during the period 1993--2004. The tools are specifically designed for assessing algorithm simulation exercises in which students simulate the working of algorithms at a conceptual level. Both of these tools allow students to resubmit their solutions after getting feedback. However, the resubmission policy has changed considerably during the period. Those changes reflect the students performance in the exercises. We conclude that an encouraging grading policy, i.e., the more exercises they solve the better grades they achive, combined with an option to resubmit the solution is a very important factor promoting students' learning. However, in order to prevent aimless trial-and-error problem solving method, the number of resubmissions allowed per assignment should be carefully controlled.