Mike Joy

The boss online submission and assessment system

Computer programming lends itself to automated assessment. With appropriate software tools, program correctness can be measured, along with an indication of quality according to a set of metrics. Furthermore, the regularity of program code allows plagiarism detection to be an integral part of the tools that support assessment. In this paper, we describe a submission and assessment system, called BOSS, that supports coursework assessment through collecting submissions, performing automatic tests for correctness and quality, checking for plagiarism, and providing an interface for marking and delivering feedback. We describe how automated assessment is incorporated into BOSS such that it supports, rather than constrains, assessment. The pedagogic and administrative issues that are affected by the assessment process are also discussed.

Plagiarism in programming assignments

The assessment of programming courses is usually carried out by means of programming assignments. Since it is simple to copy and edit computer programs, however, there will always be a temptation among some students following such courses to copy and modify the work of others. As the number of students in these courses is often high, it can be very difficult to detect this plagiarism. The authors have developed a package which will allow programming assignments to be submitted online, and which includes software to assist in detecting possible instances of plagiarism. In this paper, they discuss the concerns that motivated this work, describe the developed software, tailoring the software to different requirements and finally consider its implications for large group teaching.

An Approach to Source-Code Plagiarism Detection and Investigation Using Latent Semantic Analysis

Plagiarism is a growing problem in academia. Academics often use plagiarism detection tools to detect similar source-code files. Once similar files are detected, the academic proceeds with the investigation process which involves identifying the similar source-code fragments within them that could be used as evidence for proving plagiarism. This paper describes PlaGate, a novel tool that can be integrated with existing plagiarism detection tools to improve plagiarism detection performance. The tool also implements a new approach for investigating the similarity between source-code files with a view to gathering evidence for proving plagiarism. Graphical evidence is presented that allows for the investigation of source-code fragments with regards to their contribution toward evidence for proving plagiarism. The graphical evidence indicates the relative importance of the given source-code fragments across files in a corpus. This is done by using the Latent Semantic Analysis information retrieval technique to detect how important they are within the specific files under investigation in relation to other files in the corpus.

Enhancing learning management systems to better support computer science education

Many individual instructors -- and, in some cases, entire universities -- are gravitating towards the use of comprehensive learning management systems (LMSs), such as Blackboard and Moodle, for managing courses and enhancing student learning. As useful as LMSs are, they are short on features that meet certain needs specific to computer science education. On the other hand, computer science educators have developed--and continue to develop-computer-based software tools that aid in management, teaching, and/or learning in computer science courses. In this report we provide an overview of current CS specific on-line learning resources and guidance on how one might best go about extending an LMS to include such tools and resources. We refer to an LMS that is extended specifically for computer science education as a Computing Augmented Learning Management System, or CALMS. We also discuss sound pedagogical practices and some practical and technical principles for building a CALMS. However, we do not go into details of creating a plug-in for some specific LMS. Further, the report does not favor one LMS over another as the foundation for a CALMS.

Effective peer assessment for learning computer programming

Peer assessment is a technique that has been successfully employed in a variety of academic disciplines, and which is considered to be effective in developing students higher cognitive skills. In this paper, we consider the results of applying novel web-based technology to the delivery of peer assessment in the context of an undergraduate computer programming course, and discuss the benefits of this approach.

Web-based peer assessment in learning computer programming

Peer assessment is a method of motivating students in learning computer programming, involving students marking and providing feedback on other students work. We report on the design and implementation of a novel Web-based peer assessment system, and discuss its deployment on a large programming module. The results indicate that this peer assessment system has successfully helped students to develop their understanding of computer programming.

Sentence-based natural language plagiarism detection

With the increasing levels of access to higher education in the United Kingdom, larger class sizes make it unrealistic for tutors to be expected to identify instances of peer-to-peer plagiarism by eye and so automated solutions to the problem are required. This document details a novel algorithm for comparison of suspect documents at a sentence level and has been implemented as a component of plagiarism detection software for detecting similarities in both natural language documents and comments within program source-code. The algorithm is capable of detecting sophisticated obfuscation (such as paraphrasing, reordering, merging, and splitting sentences) as well as direct copying. The implemented algorithm has also been used to successfully detect plagiarism on real assignments at the university. The software has been evaluated by comparison with other plagiarism detection tools.

Effective electronic marking for on-line assessment

In response to the demands of increasing student numbers, the BOSS system for submission and assessment has been constructed to enable student programming assignments to be submitted and tested on-line. More recent developments of this system have been concerned with the addition of electronic marking facilities that incorporate both automated marking, resulting from the automated testing, and manual marking in a secure environment. This paper briefly reviews the system and describes in detail the electronic marksheets, their functionality, and their user-interface.

Applying Agents to Bioinformatics in GeneWeaver

Recent years have seen dramatic and sustained growth in the amount of genomic data being generated, including in late 1999 the first complete sequence of a human chromosome. The challenge now faced by biological scientists is to make sense of this vast amount of accumulated and accumulating data. Fortunately, numerous databases are provided as resources containing relevant data, and there are similarly many available programs that analyse this data and attempt to understand it. However, the key problem in analyzing this genomic data is how to integrate the software and primary databases in a flexible and robust way. The wide range of available programs conform to very different input, output and processing requirements, typically with little consideration given to issues of integration, and in many cases with only token efforts made in the direction of usability. In this paper, we introduce the problem domain and describe GeneWeaver, a multi-agent system for genome analysis. We explain the suitability of the information agent paradigm to the problem domain, focus on the problem of incorporating different existing analysis tools, and describe progress to date.

Jeliot 3 in a Demanding Educational Setting

We report the preliminary findings of a qualitative investigation into how students approach a program visualization tool, and whether the approach depends on how they are taught to use the tool. Volunteer students in an undergraduate programming course were divided into two groups. One group was taught programming concepts explicitly using the tool, and required to use it to solve weekly exercises and projects, whereas the other group only used the tool on a voluntary basis. We identify those aspects of using the tool which the students find beneficial, and discuss the limitations of the animations provided by Jeliot 3.