9

Something like the following has worked for me over several years. In any group assignment, each member of the group also submits a peer review sheet. For a group of two (e.g. pair programming) I ask each participant to detail the most important contribution of their partner AND their own most important contribution. I don't ask who worked harder or ask them ...


6

It is true that these issues can be problematic in some cases, however, this depends on the context and the usage of the class. The "design problem" that you were hoping they would find also depends on the context and usage of the class. We have no idea whether the users of this class are obeying your JavaDoc. In fact, I could see an argument that your "...


4

My worry here is that there is no general solution other than to improve any question when you reuse it based on the answers you saw in the past. I have to admit that, even as a very experienced Java developer who is also very Pattern literate, I missed it entirely since I didn't actually read the Javadoc before I looked at the code. I came up with only ...


4

How can I manage peer evaluation so that I get useful information for grading, for advisement, and for course improvement [re] ...on group projects. I use peer evaluation forms as a part of group projects as discussed by @Buffy above, and I also split the marks between group and individual elements. Taking the question in a wider context, I'll just ...


4

As part of an algorithms module (first-year undergraduate level), I got students to choose a computational problem from a list of options I provided, write an algorithm to solve it, and write a 750-word report explaining: The problem in their own words, How their algorithm works (with code), and How they tested it. Students had a few weeks to complete this ...


3

Simple demonstration: Presenting this and asking, "What do you see?" is sure to get a variety of answers. Most might be along the line of a bird feeding baby birds. Not all will be, however. Possible answers include "A bunch of birds," "A birds' nest," "Tiny leaves," "A pretty picture," and even "A fuzzy background." None are wrong, and all will show what ...


3

I would break the question into parts. You can put a short paragraph describing what the code in front of them is supposed to do. When one (or more) writes code for something, the design is inseparable from the purpose of the code. Following the paragraph, put the code. Also, I suggest changing the documentation of the code by adding a short description ...


3

I'm surprised that you didn't ask this teacher why she asked this question and how it fits into her overall evaluation. I don't think anyone can answer this question without more information. We can speculate on situations in which it might be a good question and we can speculate on situations in which it might be a terrible question, but we can't know ...


3

What's the point? Why does the number of lines in the project matter all that much? Unless the code is extraordinarily long or short (i.e. orders of magnitude away from what is expected), lines of code aren't a good indicator of whether a project is good or bad. I've heard of one example where some students were set the task of creating a Caesar cipher1 ...


3

I agree with the other posters here: using num LoC as an indicator is a very poor assessment of the code. I would ask instead: 1) Does it work 2) Is it readable? 3) Has it followed the correct conventions? Spacing, layout, indentation etc. 4) is it modular: resusable, logically broken into functions/methods with appropriate names for funcs/methods and ...


2

Reason 1 : Because without printing it out you can not weigh it. When I was an university, there was a myth that some lazy teachers (I don't know the technical terms for the roles), would weigh your reports, and give a grade base on that. I heard of one student that handed in some work with a load of blank paper attached, and got a good grade. Reason 2 : ...


2

I agree with kaya3. You can assign open-ended projects where students apply techniques from the course. Or you can give them more structured projects, e.g., from this book by Havill (the website includes skeleton code): http://discovercs.denison.edu/ or inspired by these data science projects by Nolan and Temple Lang: http://rdatasciencecases.org/Data.html ...


1

In my program, we have a year-long culminating capstone project which has a format that might work well for you. Traditionally, high school seniors in this area of the world catch a disease called "senioritis" that prevents them from doing a lot of work as they enter into the last few months of high school. It's a highly contagious disease, though once ...


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