http://dl.gi.de/handle/20.500.12116/27934 Tue, 21 Jul 2026 13:30:00 GMT 2026-07-21T13:30:00Z http://dl.gi.de/handle/20.500.12116/37543 Messung der Schwierigkeit von Programmieraufgaben zur Kryptologie in Java Knorr, Konstantin Greubel, André; Strickroth, Sven; Striewe, Michael Systeme zur automatischen Bewertung von Programmieraufgaben (ABP) werden seit vielen Jahren erfolgreich in der Ausbildung von Informatikern eingesetzt, insbesondere in Zeiten verstärkter Online-Lehre. Kryptologie gilt bei vielen Studierenden aufgrund ihrer formellen und theoretischen Natur als schwer zugänglich. Das Verständnis kryptologischer Primitiven wie Ver- und Entschlüsselung oder Signatur und ihre Verifikation kann durch die Programmierung bzw. programmatische Anwendung gestärkt werden. Der Beitrag präsentiert eine Studie mit 20 Studierenden, 20 Aufgaben zur Kryptologie und ~300 JUnit-Testfällen, die über ein ABP-System ausgewertet wurden. Die Auswertung nach der Fehlerrate und dem Lösungszeitpunkt der kryptologischen Testfälle erlaubt die Identifikation von schweren Testfällen und zeigt u.a., dass Studierende weniger Fehler bei Substitutions- als bei Transpositionschiffren machen, symmetrische Chiffren leichter fallen als asymmetrische und dass Tests zu den Konstruktoren, Exceptions und Padding deutlich früher und besser gelöst wurden als Tests zu Signaturen und deren Verifikation. Fri, 01 Jan 2021 00:00:00 GMT http://dl.gi.de/handle/20.500.12116/37543 2021-01-01T00:00:00Z http://dl.gi.de/handle/20.500.12116/37545 On the Influence of Task Size and Template Provision on Solution Similarity Haan, Tobias; Striewe, Michael Greubel, André; Strickroth, Sven; Striewe, Michael In most cases of programming education, there is not a single correct answer to a given task. Instead, the same problem can be solved by two or more pieces of program code that look very different. At the same time, two or more pieces of program code that look very similar may actually solve very different problems. It is thus not easy to foresee which degree of similarity one can expect for all or at least the correct submissions to a given programming task. Since several applications may benefit from some kind of prediction of the similarity, this paper presents first, preliminary results from research on that topic. In particular, it presents results from an empirical study on the influence of exercise size and template provision. Results indicate that both factors are not suitable as simple predictors and that other factors have to be taken into account as well. Nevertheless, the results help to generate hypothesis for more detailed subsequent studies. Fri, 01 Jan 2021 00:00:00 GMT http://dl.gi.de/handle/20.500.12116/37545 2021-01-01T00:00:00Z http://dl.gi.de/handle/20.500.12116/37544 Plagiarism Detection Approaches for Simple Introductory Programming Assignments Strickroth, Sven Greubel, André; Strickroth, Sven; Striewe, Michael Learning to program is often perceived as hard by students and some students try to cheat. Plagiarisms are reported to be a huge problem particularly for summative-like assignments (e.g., crediting courses or bonus points). It is important to fight plagiarisms from early on – even for simple assignments. Especially for larger courses tool support is required. This paper provides an overview of features for commonly used plagiarism detection tools, discusses how these can be integrated into existing assessment systems, and how their results relate to each other for two data sets of quite simple assignments. Additionally, these specialized tools are compared with a simple Levenshtein distance approach. The paper also outlines limits on very simple assignments. Fri, 01 Jan 2021 00:00:00 GMT http://dl.gi.de/handle/20.500.12116/37544 2021-01-01T00:00:00Z http://dl.gi.de/handle/20.500.12116/37541 Teaching Software Testing Using Automated Grading Beierlieb, Lukas; Iffländer, Lukas; Schneider, Tobias; Prantl, Thomas; Kounev, Samuel Greubel, André; Strickroth, Sven; Striewe, Michael Software testing has become a standard for most software projects. However, there is a lack of testing in many curricula, and if present, courses lack instant feedback using automated systems. In this work, we show our realization of an exercise to teach software testing using an automated grading system. We illustrate our didactic goals, describe the task design and technical implementation. Evaluation shows that students experience only a slight increase in difficulty compared to other tasks and perceive the task description as sufficient. Fri, 01 Jan 2021 00:00:00 GMT http://dl.gi.de/handle/20.500.12116/37541 2021-01-01T00:00:00Z