We conducted a systematic literature review on automated grading and feedback tools for programming education. We analysed 121 research papers from 2017 to 2021 inclusive and categorised them based on skills assessed, approach, language paradigm, degree of automation, and evaluation techniques. Most papers assess the correctness of assignments in…

Algorithm design is a vital skill developed in most undergraduate Computer Science (CS) programs, but few research studies focus on pedagogy related to algorithms coursework. To understand the work that has been done in the area, we present a systematic survey and literature review of CS Education studies. We search for research that is both…

Practical programming competencies are critical to the success in computer science (CS) education and go-to-market of fresh graduates. Acquiring the required level of skills is a long journey of discovery, trial and error, and optimization seeking through a broad range of programming activities that learners must perform themselves. It is not…

Cheating has been a long-standing issue in university assessments. However, the release of ChatGPT and other free-to-use generative AI tools has provided a new and distinct method for cheating. Students can run many assessment questions through the tool and generate a superficially compelling answer, which may or may not be accurate. We ran a…

Autograding systems are being increasingly deployed to meet the challenges of teaching programming at scale. Studies show that formative feedback can greatly help novices learn programming. This work extends an autograder, enabling it to provide formative feedback on programming assignment submissions. Our methodology starts with the design of a…