We studied how instructors assess open-ended programming assignments in university-level computer science courses in the Netherlands. Evaluating such assignments is labour-intensive, so our long-term goal is to develop tool support for this assessment. Effective tool support, however, requires understanding the existing practice. Through interviews with teachers and teaching assistants and …

Assessment of open-ended assignments such as programming projects is a complex and time-consuming task. When students learn to program, however, they benefit from receiving timely feedback, which requires an assessment of their current work. Our goal is to build a tool that assists in this process by partially automating the …

Project-based courses are crucial to gain practically relevant knowledge in modelling and programming education. However, they fall into the “ill-defined” domain: there are many possible solutions; the quality of a deliverable is subjective and not formally assessable; reaching the goals means designing new artefacts and analysing new information; and the …