在第1部分我们描述为什么我们提议考试的种类为编程的路线是最适当的并且与一些相关系统比较。 第2部分包括考试系统的一个简要的技术描述，包括它的结构设计。 在第3部分我们描述怎么计算机系统，那在网上处理考试过程，必须由在每条特殊路线设定的规则增添。 第4部分在第5部分包括我们的评估方法和由评估结果跟随。 第6部分结束本文。
This paper describes our experience with an authentic examination system for programming courses. We briefly describe the architecture of the system, and present results of evaluating the system in real examination situations. Some of the factors studied in detail are the on-line interactions between the students and examiners, the response times and their effects on the pressure experienced by student, the acceptance of the method among the students, and whether the examination form is gender-neutral.
As experienced teachers in programming courses we have noticed the drawbacks in the traditional examination form used in programming courses. The students learn to program via laboratory exercises, but the final evaluation of their abilities and the grading of the examination are in a form that uses paper and pen instead of computers. Considering that the student will never use this mode for producing a program through the professional life, we consider this to be not a suitable method.
At the Department of Computer Science at Link?ping University 12 fundamental programming courses for approximately 1000 students in different educational programs are taught annually. This paper deals with a new pedagogical view in these programming courses, which can be applied to any programming language, type of student and educational program. The idea is based on extensive studies around different examination forms, where individual grading, efficient and useful feedback and the authenticity of the examination form are used as basic criteria for the choice of examination method. We believe that the choice of method together with the added efficiency in the assessment process improves the quality of our study programmes. In particular, we believe that it will change the examination process from a summative to a normative assessment occasion .
For a number of years we have experimented with testing the students via computer-aided examinations in some pilot courses - an authentic examination form for this type of course. However, this examination form has not become more widespread due to insufficient support for the
computer environment necessary for this kind of examination. During the past year a new authentic examination system (AES) has been developed, where all the students and the examining teachers are connected to the same system. The process, including communication and grading, is supported by this environment. In this paper we describe the examination system and our initial evaluations of this system in a number of relatively large examination sessions. The courses in question covered programming in Ada and were taken by first and second year students.
During the past year we have evaluated the AES. The instruments used for the evaluation consisted of questionnaires filled by 231 students over a period of 3 months and 4 examinations.
The paper is organised as follows. In section 1 we describe why the type of examination we propose is the most appropriate for programming courses and compare to some related systems. Section 2 includes a brief technical description of the examination systems, including its architectural design. In section 3 we describe how the computer system, that manages the examination process on-line, has to be augmented by rules set up in each particular course. Section 4 covers our evaluation methods and is followed by evaluation results in section 5. Section 6 concludes the paper.