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Sustainability, Volume 11, Issue 20 (October-2 2019)
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Cover Story (view full-size image) This paper examines the effect of using an instructor-centered tool for automatically assessing [...] Read more. This paper examines the effect of using an instructor-centered tool for automatically assessing programming assignments on students’ perceptions and performance in a web development course at a higher education institution. A total of three data sources were used: a survey to collect data regarding the students’ perceptions, the students’ grades on the assignments, and the results of a practical programming exam intended to analyze performance. The results indicated that the incorporation of the automated assessment tool into the course was beneficial to the students. It led to increased motivation, improved quality of work, and enhanced practical programming skills. Nonetheless, a significant percentage of the students found the feedback generated by the tool hard to understand and of little use, and the generated grades unfair. View this paper