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Using Unfolding Models to Identify Feedback Strategies for Student Writing
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In: Georgia Educational Research Association Conference (2021)
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The opinion of Slovene (mother tongue) teachers on distance learning in primary schools ; Mnenje učiteljev slovenščine (mater inščine) o poučevanju na daljavo v osnovni šoli
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In: CEPS Journal 11 (2021) Special Issue, S. 383-406 (2021)
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Examining The Efficacy Of Providing Writing Prompt Choices And Performance Feedback: A Randomized Controlled Trial
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In: Theses - ALL (2021)
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Speech and language therapists perspective of an e-learning course on providing feedback in the clinical learning environment
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The Red Pen Cuts Deep: How Paper Feedback on Language Affects Student Identity and Classroom Relations
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Evaluation of an e-Learning teaching innovation to assist clinical radiation therapy educators in the provision of student feedback
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The Use of Linguistic Knowledge in Sentiment Analysis Tools
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A Comparison of Real-Time and Delayed Visual Performance Feedback On Teacher Praise
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In: Faculty Publications (2021)
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Formative vs summative quizzes as regular feedback on Moodle in computer science courses: Which do students prefer?
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L2 writers’ perspectives on face-to-face and anonymous peer review: Voices from China ; Percepciones de los escritores de L2 sobre revisión por pares de manera cara a cara y anónima: Datos de China
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Improved feedback and debugging support for student assembly programming
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Abstract:
Debugging is one of the most difficult tasks in programming, and students in programming classes often struggle with this process. We have developed advanced debugging aids for our students, such as language-specific static analysis embedded into editors and the use of symbolic testing to identify behavioral differences between student code and a correct solution. But even with these advances, the debugging process is still challenging for students. In this thesis, we introduce two improvements to the debugging process. First, we improve the feedback provided from symbolic execution of student code by leveraging the availability of information about code structure and functionality within the symbolic testing engine. Specifically, we analyze the relationships between input subspaces for which the student code behaves correctly and subspaces for which it does not, then use the relationships between those subspaces to report errors to the students. Second, we add support for reverse execution to the debugger that students use to test and debug their code. These improvements are implemented and tested in the the tools that we use to teach LC-3 assembly language programming, but the ideas can also be applied to other languages. We illustrate the value of leveraging code structure using samples of student code submitted for the LC-3 programming assignments in Fall 2020 ECE220 at ZJU-UIUC Institute, for which students individually wrote over 690 (median value) lines of LC-3 assembly code. Students in the class made use of reverse debugging when working on their final LC-3 assignment and rated it highly in an anonymous survey. ; Open
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Keyword:
Debugging; Reverse execution; Student feedback; Symbolic execution
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URL: http://hdl.handle.net/2142/110283
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Student engagement with teacher written feedback on IELTS Writing Task 2 rehearsal essays
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Pearson, WS. - : University of Exeter, 2021. : Graduate School of Education, 2021
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Effectiveness of Type of Feedback and Frequency on Digital Game-Based L2 Vocabulary Acquisition
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Engaging native speakers in language scaffolding in a Chinese classroom
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Kong, Kaishan. - : University of Hawaii National Foreign Language Resource Center, 2021. : (co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Reources in Culture, Language, and Literacy; Center for Open Educational Resources and Language Learning; Open Language Resource Center; Second Language Teaching and Resource Center), 2021
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Rapport in the World Language Classroom: From Face-to-Face to Online in Times of Pandemic
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Can a ‘pedagogical’ spellchecker improve spelling accuracy in L2 Spanish?
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Blazquez-Carretero, Miguel; Woore, Robert. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2021
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