Difference between revisions of "User:Matthew"

Revision as of 03:59, 1 June 2023

met new people
heard some people talk
ate some panera
heard more talking
Started to get up to speed with TA Bot project.
In particular, I read a paper (``Experiences with TA-Bot in CS1") highlighting experiences with using TA Bot for Marquette CS classes, and read a survey that was given out to assess the effectiveness of the TA Bot.
- starting to understand the leveling system: it only concerns test cases, and the levels represent difficulty of the tests (higher levels corner/edge cases for example)
- big emphasis on the TBS system to encourage students to start work early, but many did not like it
- how are the learning outcomes affected? how do we measure good learning outcomes
Also, got started with looking at the database of submission scores from TA Bot, and am beginning to look at Python libraries that will help me manipulate this data.
- using base code as a reference
- pandas library: I understand the very basics of series and data frames
- need to understand sorting/grouping/splitting

heard some talking
getting comfortable with `pandas` and getting pertinent parts of the TA Bot submissions database
brainstorming ideas for comparisons/visualizations we want between TBS and non TBS semesters to assess positive/negative student outcomes
- right now, we focus on the effects on linter errors: how much linter errors go down using TBS vs no TBS, and if students correct linter errors even after attaining 100% on an assignment
made a graph comparing the average reduction in linter errors from a student's first submission to his last per assignment with TBS vs. no TBS
- a clear correlation in assignments 1-5 that showed that TBS had a higher reduction in linter errors
- assignments 6-10 are not so clear. Brylow: either students aren't making as many errors or they are just not correcting them
some other data gathered, needing visualizations
- students submit far fewer times on average using TBS for a given assignment
- students tend to resubmit more often after reaching 100% without TBS though the numbers are both low
- we also studied the number of linter error reductions after reaching 100% w//w/o TBS, but the data does not make entirely clear any overarching trends (that might also help explain the 1-5/6-10 disparity)

@@ Line 18: / Line 18: @@
 * getting comfortable with `pandas` and getting pertinent parts of the TA Bot submissions database
 * brainstorming ideas for comparisons/visualizations we want between TBS and non TBS semesters to assess positive/negative student outcomes
+** right now, we focus on the effects on linter errors: how much linter errors go down using TBS vs no TBS, and if students correct linter errors even after attaining 100% on an assignment
+* made a graph comparing the average reduction in linter errors from a student's first submission to his last per assignment with TBS vs. no TBS
+** a clear correlation in assignments 1-5 that showed that TBS had a higher reduction in linter errors
+** assignments 6-10 are not so clear. Brylow: either students aren't making as many errors or they are just not correcting them
+* some other data gathered, needing visualizations
+** students submit far fewer times on average using TBS for a given assignment
+** students tend to resubmit more often after reaching 100% ''without TBS'' though the numbers are both low
+** we also studied the number of linter error reductions after reaching 100% w//w/o TBS, but the data does not make entirely clear any overarching trends (that might also help explain the 1-5/6-10 disparity)