Automated Assessment Tools for grading of programming Assignments: A review
Sidhidatri Nayak, Reshu Agarwal, Sunil Kumar Khatri
Abstract
Programming assignments play a key role in computer science educational curriculum. Universities use substantial techniques to enhance the practical programming skills of students. This require assignments and assessment to be planned systematically. Assessment of programming assignments provide a mechanism to impact students’ learning outcomes as well as approaches for instructors who evaluate the programming assignments. Manual assessment is time-consuming and therefore Automated Assessment Tools (AATs) are on demand to evaluate programming language assignments. This study gives a thorough evaluation of several Automated Assessment Tools that have been developed so far to evaluate programming assignments for the implementation of specific algorithms. We have discussed the features and the approaches used by various tools developed during different years. The goal is to conduct a comparative study among different Assessment Tools and presents the reason to develop a new Automated Assessment model.