Online Marking Of Software Assignments

The chapter "Electronic Online Marking Of Software Assignments  (EOMOSA)" is to be published in the forthcoming book  Progress in IS: Software Engineering Education for a Global E-service Economy, Motta, Gianmario; Bing, Wu (Eds.), Springer, ISBN 978-3-319-04216-9. Due for publication April 2014.

Electronic Online Marking Of Software Assignments (EOMOSA) 

Gary Hill and Scott Turner

Abstract

With the advent of Virtual Learning Environments (VLEs) and online electronic submission of assignments, computing lecturers are increasingly assessing code online. There are various tools for aiding electronic marking, grading and plagiarism detection. However, there appears to be limited shared advice to computer science tutors (and students) on the effective use of these tools.

This paper aims to stimulate peer-discussion amongst tutors involved in the assessing (marking and grading) of software code. Many United Kingdom (UK) Higher Education Institutions (HEI) are using electronic marking. This paper discusses the authors’ experience and proposes suggestions for appropriate and effective solutions to the electronic assessment of software code. This will be based on the authors’ experience of electronically assessing code over three academic years and the current advice given to their students.

Referencing within Code, how?

A paper has been accepted for publication at The 2012 China-Europe International Symposium on Software Engineering Education (CEISEE’2012), Shanghai on the problem referencing within code.

Gary Hill and Scott Turner

ABSTRACT
Traditionally computer sciences courses will assess software code. It is common and accepted good practice (as in written reports) to reference other sources of appropriate material. However there appears to be no explicit method, recommendation or advice available to computer science tutors and students on a referencing approach! 


This paper aims to stimulate discussion from peers involved in software engineering education. By discussing the apparent lack of ‘referencing within code’ advice to students and proposing suggestions for appropriate solutions. This will be based on the authors’ experience of assessing code and the current advice given to their students.