Coding Overview

course goals

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programming paradigms	–	–	–	–	–	–	–		–	–	–
object-oriented programming	–		–	–	–	–	–		–	–	–
functional programming	–	–	–	–	–	–			–	–	–
distributed programming	–	–	–	–	–	–	–		–	–	–
broadened programming skills		–							–	–	–
software project engineering		–			–		–	–		–	–
design	–	–	–	–		–	–	–	–
web		–	–	–	–	–	–	–		–
databases		–	–	–		–	–	–		–	–
games	–		–	–	–	–	–	–	–	–	–
formal methods	–	–	–	–	–	–		–	–	–	–

in program

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BSc CS
MSc CS	–	–	–	–	–		–	–	–	–	–
first-year course	–			–		–	–				–
advanced course		–	–		–			–	–	–
first programming course	–		–	–	–	–	–	–	–	–	–
prior programming experience	–	–				–			–	–	–

number of students

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<50		–	–				–	–	–	–	–
50-100	–		–	–	–	–	–	–	–	–	–
100-200	–	–		–	–		–		–
>200	–	–	–	–	–	–		–		–	–

programming language

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any	–	–			–		–	–		–	–
Python		–	–	–	–	–	–		–	–	–
Java	–	–	–	–		–	–	–	–		–
C#	–			–	–	–	–	–	–	–	–
Haskell	–	–	–	–	–	–			–	–	–
C++	–	–	–	–	–	–	–		–	–	–
Erlang	–	–	–	–	–	–	–		–	–	–
JavaScript	–	–		–	–	–	–	–	–	–
Kotlin	–	–	–		–	–	–	–	–	–	–
Agda	–	–	–	–	–	–		–	–	–	–

how open-ended?

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freedom	–	–	–	–	–	–	–	–	–	–	–
client	–	–	–	–	–		–	–		–	–
own ideas		–			–		–	–
open bonus	–		–	–		–	–	–
chosen bonus	–		–	–	–	–		–		–	–
dissimilar results		–	–	–	–		–		–
start from scratch	–		–	–		–	–	–	–	–	–
freedom of implementation	–	–	–	–						–	–
freedom of technology	–	–	–		–		–	–		–
structure	–	–	–	–	–	–	–	–	–	–	–
specified functionality	–		–	–		–
limited answer possibilities	–	–	–	–	–	–	–		–	–	–
given template			–	–	–			–	–	–	–
technical requirements	–		–		–		–		–	–
incremental steps	–	–	–	–	–	–	–		–		–
structured process		–	–	–	–		–	–	–	–	–

why this open-ended?

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benefits of freedom	–	–	–	–	–	–	–	–	–	–	–
design decisions	–	–	–	–		–	–	–	–	–
realistic			–					–		–	–
fun	–				–	–	–	–	–	–	–
fraud resistance	–		–		–	–	–	–	–		–
flexibility for students	–		–	–	–	–	–	–	–	–	–
learning experience					–			–	–	–	–
showing genuine learning	–		–	–	–	–		–	–	–	–
convenient	–	–		–	–	–	–	–	–	–	–
matches goals	–	–		–	–	–	–	–	–	–
downsides of freedom	–	–	–	–	–	–	–	–	–	–
time-intensive	–	–	–			–			–		–
benefits of structure	–	–	–	–	–	–	–	–	–	–	–
guidance			–	–			–			–
easier checks	–		–	–	–	–		–	–		–
considerations	–	–	–	–	–	–	–	–	–	–	–
no structure required		–	–	–	–	–	–	–	–	–	–
fits course context	–	–		–		–	–	–	–	–	–
legacy	–	–		–	–		–	–	–	–	–

assessment experience

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challenges	–		–	–	–	–	–	–	–	–	–
gen AI	–			–	–	–	–		–	–	–
differentiation in collaboration				–	–		–	–	–	–	–
consistency	–						–	–	–
time intensive		–		–					–	–
product vs process		–		–	–		–	–		–	–
feedback	–	–	–	–			–		–	–	–
transparency		–			–	–		–	–		–
works well								–	–
justification	–	–		–	–		–	–	–	–	–
covers common cases	–	–	–	–	–	–	–	–	–
rubric challenges	–	–	–	–	–	–	–	–	–	–	–
overspecified	–				–	–		–	–	–	–
outcome not matching intuition	–	–	–		–	–	–	–	–	–	–
no matching level	–	–	–		–	–	–	–		–
tooling is lacking	–	–	–	–	–	–		–	–		–

rubric content

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functionality
code constructions	–		–		–	–	–			–	–
code quality		–			–	–	–		–	–	–
code style	–						–		–
design patterns	–	–	–	–		–	–	–	–
design	–					–
testing		–					–	–		–	–
process					–		–	–		–
product vision		–		–		–	–	–		–	–
reporting				–	–		–	–
reflection		–			–	–	–	–	–	–	–
open bonus	–		–	–	–	–	–	–	–		–

rubric shared with students

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rubric shared		–			–	–	–			–	–
rubric not shared	–	–	–	–		–	–	–	–		–
modified rubric shared	–		–	–	–		–		–	–
box ticking	–		–	–	–		–	–	–
students don't look at rubric	–	–	–	–	–	–	–			–	–

rubric structure

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marks	–	–	–	–				–	–		–
level descriptors			–		–		–			–
plain criteria	–	–		–	–	–	–		–	–	–
test cases	–	–	–	–	–	–			–	–	–
common levels		–			–	–	–	–		–
differing levels	–		–	–	–		–	–	–	–	–
list	–			–					–		–
table		–			–	–	–	–		–
analytic grading	–	–								–
holistic grading			–	–	–	–	–	–	–	–	–

rubric usage

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grading		–			–
automated grading	–	–	–	–	–	–			–	–	–
holistic grading			–	–	–	–	–	–	–	–	–
analytic grade suggestion	–	–		–	–	–	–	–	–	–	–
analytic grading	–	–	–		–		–	–	–	–
feedback	–	–	–	–	–	–	–	–		–
automated feedback	–	–	–	–	–	–			–	–	–
rubric not used for feedback			–	–	–	–	–		–		–
teaching assistants	–		–	–	–	–	–			–
further coordination	–			–	–	–	–	–		–

formative assessment plan

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project plan	–	–			–		–	–	–	–
intermediate submission	–	–	–				–
regular session with tutor		–		–	–		–	–		–	–
on request	–		–	–	–	–			–	–
peer feedback	–	–		–	–		–	–		–	–
practice	–		–	–	–	–		–	–	–	–
automation	–	–	–	–	–	–		–	–		–

summative assessment plan

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programming assignment	–		–	–		–			–	–	–
other assignment	–	–	–	–	–	–	–		–	–	–
exam	–		–	–	–	–			–	–	–
integrated project	–	–	–	–	–	–	–	–	–	–	–
report				–	–	–	–	–	–	–	–
peer review	–	–	–	–	–		–	–	–	–	–
product		–			–		–	–
presentation	–	–		–	–		–	–		–	–
meeting	–	–	–		–		–	–	–		–
observations		–		–	–	–	–	–		–	–
reflection		–	–		–	–	–	–	–	–	–
individual contribution	–	–	–		–		–	–	–	–	–