Battestilli, L., & Korkes, S. (2020, June), Writing Effective Autograded Exercises Using Bloom's Taxonomy  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35711

\bibitem{asee_peer_35711}
  Battestilli, L., \& Korkes, S. (2020, June), \emph{Writing Effective Autograded Exercises Using Bloom's Taxonomy}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--35711

Lina Battestilli and Sarah Korkes.  "Writing Effective Autograded Exercises Using Bloom's Taxonomy".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://strategy.asee.org/35711 Internet.  25 Jun, 2024

\bibitem{asee_peer_35711}
  Lina Battestilli and Sarah Korkes.
  "Writing Effective Autograded Exercises Using Bloom's Taxonomy".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://strategy.asee.org/35711 Internet.  25 Jun, 2024

@INPROCEEDINGS{asee_peer_35711
author = "Lina Battestilli and Sarah Korkes"
title = "Writing Effective Autograded Exercises Using Bloom's Taxonomy"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/35711}
number = {10.18260/1-2--35711}
}

TY  - CPAPER
AB  - Computer science enrollment continues to grow every year, with class sizes growing into the hundreds. Many  instructors in introductory computing courses have turned to auto-graded exercises to ease grading load while still allowing students to practice concepts. As the use of auto-graders becomes more common, it is imperative to ensure that the exercise sets are being written to maximize student benefit.  In this paper, we use Bloom's Taxonomy (BT) to create auto-graded exercise sets that scale up from lower to higher levels of complexity. We focus on evaluating learning efficiency, code quality, and student perception of their learning experience. We found that it takes students more submission attempts in the auto-grader when the are given BT Apply/Analyze-type questions that contain some starter code. Students complete the auto-graded assignments with fewer number of submissions when there is no-starter code and they have to write the solution from scratch, i.e. BT Create-type of questions. However, when writing code from scratch, the students' code quality can suffer because the students are not required to actually understand the concept being tested and might be able to  find a workaround to pass the tests of the auto-grader.
AU  - Lina Battestilli
AU  - Sarah Korkes
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Writing Effective Autograded Exercises Using Bloom's Taxonomy
UR  - https://strategy.asee.org/35711
DO  - 10.18260/1-2--35711
ER  -