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 …

Last week my co-author Vadim Zaytsev presented our paper A Refined Model of Ill-definedness in Project-Based Learning at the Educators Symposium of MODELS 2022. Go read that paper first, or this won’t make much sense. In this post I try to answer a question we got afterwards.

If you …

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 …

Individual feedback is a core ingredient of a personalised learning path. However, it also is time-intensive and, as a teaching form, it is not easily scalable. In order to make individual feedback realisable for larger groups of students, we develop tool support for teaching assistants to use in the process …

With online forms of education, it has become harder to ‘gauge the room’ and get an impression of how well students are following along. We introduce Apollo, a tool that automatically analyses code uploaded by students to get an overview of their progression towards the learning objectives of the course …