Automatsko vrednovanje algoritamskih zadataka

Automatic evaluation of algorithm tasks

Stjepan Šalković, Nenad Sikirica

Veleučilište Hrvatsko zagorje Krapina

Sažetak

Ishodi učenja algoritama i programiranja najvećim dijelom se usvajaju kroz rješavanje zadataka. Vrednovanje uradaka zahtijeva od nastavnika mnogo uloženog vremena i truda, pogotovo s većim brojem učenika. Važno je da svaki učenik dobije povratnu informaciju kako bi dodatno radio na sadržajima koje nije usvojio. Stoga je poželjno da nastavnik upotrijebi određeni alat kojim može evaluirati rješenja, voditi evidenciju o napretku, te eventualno i analizirati plagijate. U radu je opisano vrednovanje pomoću alata Moodle Virtual Programming Lab i Autogradr.com. Eksperiment na nekoliko različitih cjelina pokazao je prednosti i nedostatke svakog alata. Uspoređeni su rezultati automatske evaluacije i ostalih načina vrednovanja. Automatsko ocjenjivanje zahtijeva promjenu vremenskog rasporeda rada nastavnika. Mnogo više vremena potrebno je za pripremu, no zato se smanjuje vremenska opterećenost prilikom evaluacije. Osim toga učenici imaju više povratnih informacija, a vrednovanje i ocjenjivanje je objektivnije. Vrijeme koje nastavnik troši na evaluaciju neznatno raste s većim brojem učenika. Usprkos uporabi alata, nastavnik je i dalje nezamjenljiv, kako u postupku usvajanja sadržaja, tako i prilikom uvježbavanja i stjecanja vještine rješavanja algoritamskih zadataka. Za vrednovanje rada učenika je poželjno osim automatske evaluacije pratiti napredak učenika i drugim metodama.
Ključne riječi: Automatsko vrednovanje, programiranje

 

Abstract

The learning outcomes of algorithms and programming are mostly achieved through task solving. Evaluating student work requires a lot of time and effort from teachers, especially with a larger number of students. It is important for each student to receive feedback in order to further work on content that was not adopted. It is therefore desirable for a teacher to use a specific tool to evaluate solutions, keep track of progress, and possibly analyze plagiarism. The paper describes the evaluation using the Moodle Virtual Programming Lab and Autogradr.com. The experiment on several different units showed the advantages and disadvantages of each tool. Results of automatic evaluation where compared with other evaluation methods Automatic grading requires a change in the teacher's schedule. Much more time is needed to prepare, but time for evaluation is greatly reduced. In addition, students have more feedback, and evaluation is more objective. The time spent by the teacher on the evaluation is slightly increasing with a larger number of students. Despite the use of the tool, the teacher is still unreplaceable, both in the process of adopting the content, as well as in training and acquiring the skill of solving algorithmic tasks. To evaluate students work, it is desirable, in addition to automatic evaluation, to track students' progress using variety of other methods.
Keywords: Automatic evaluation, programming

stjepan.salkovic@gmail.com