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Feedback generation for performance problems in introductory programming assignments

dc.contributor.authorZuleger, Florian
dc.contributor.authorRadicek, Ivan
dc.contributor.authorGulwani, Sumit
dc.contributor.editorKnoop, Jens
dc.contributor.editorZdun, Uwe
dc.date.accessioned2017-06-21T07:37:16Z
dc.date.available2017-06-21T07:37:16Z
dc.date.issued2016
dc.description.abstractProviding feedback on programming assignments manually is a tedious, error prone, and time-consuming task. In [GRZ14], we motivate and address the problem of generating feedback on performance aspects in introductory programming assignments. We studied a large number of functionally correct student solutions to introductory programming assignments and observed: (1) There are different algorithmic strategies, with varying levels of efficiency, for solving a given problem. These different strategies merit different feedback. (2) The same algorithmic strategy can be implemented in countless different ways, which are not relevant for reporting feedback on the student program. We propose a light-weight programming language extension that allows a teacher to define an algorithmic strategy by specifying certain key values that should occur during the execution of an implementation. We describe a dynamic analysis based approach to test whether a student's program matches a teacher's specification. Our experimental results illustrate the effectiveness of both our specification language and our dynamic analysis.en
dc.identifier.isbn978-3-88579-646-6
dc.identifier.pissn1617-5468
dc.language.isoen
dc.publisherGesellschaft für Informatik e.V.
dc.relation.ispartofSoftware Engineering 2016
dc.relation.ispartofseriesLecture Notes in Informatics (LNI) - Proceedings, Volume P-252
dc.titleFeedback generation for performance problems in introductory programming assignmentsen
dc.typeText/Conference Paper
gi.citation.endPage50
gi.citation.publisherPlaceBonn
gi.citation.startPage49
gi.conference.date23.-26. Februar 2016
gi.conference.locationWien

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