Reliability in the Assessment of Program Quality by Teaching Assistants During Code Reviews

Scott, Michael ORCID: https://orcid.org/0000-0002-6803-1490 and Ghinea, Gheorghita (2015) Reliability in the Assessment of Program Quality by Teaching Assistants During Code Reviews. In: Proceedings of the 2015 ACM Conference on Innovation and Technology in Computer Science Education, July 6-8, 2015, Vilnius, Lithuania.

Preview

Text sig-alternate-iticse15.pdf - Accepted Version Available under License Creative Commons Attribution Share Alike. Download (135kB) | Preview

Abstract / Summary

It is of paramount importance that formative feedback is meaningful in order to drive student learning. Achieving this, however, relies upon a clear and constructively aligned model of quality being applied consistently across submissions. This poster presentation raises concerns about the inter-rater reliability of code reviews conducted by teaching assistants in the absence of such a model. Five teaching assistants each reviewed 12 purposely selected programs submitted by introductory programming students. An analysis of their reliability revealed that while teaching assistants were self-consistent, they each assessed code quality in different ways. This suggests a need for standard models of program quality, alongside supporting rubrics and other tools, to be used during code reviews to improve the reliability of formative feedback.

Item Type:	Conference or Workshop Item (Poster)
Subjects:	Computer Science, Information & General Works Education
Courses by Department:	The School of Film & Television > Games and Animation
Depositing User:	Michael Scott
Date Deposited:	06 Oct 2015 14:40
Last Modified:	11 Nov 2022 16:33
URI:	https://falmouth-test.eprints-hosting.org/id/eprint/1633

Actions

View Item (login required)