Abstract
This paper describes a system, built and refined over the past five years, that automatically analyzes student programs assigned in a computer organization course. The system tests a student's program, then e-mails immediate feedback to the student to assist and encourage the student to continue testing, debugging, and optimizing his or her program. The automated feedback system improves the students' learning experience by allowing and encouraging them to improve their program iteratively until it is correct. The system has also made it possible to add challenging parts to each project, such as optimization and testing, and it has enabled students to meet these challenges. Finally, the system has reduced the grading load of University of Michigan's large classes significantly and helped the instructors handle the rapidly increasing enrollments of the 1990s. Initial experience with the feedback system showed that students depended too heavily on the feedback system as a substitute for their own testing. This problem was addressed by requiring students to submit a comprehensive test suite along with their program and by applying automated feedback techniques to help students learn how to write good test suites. Quantitative iterative feedback has proven to be extremely helpful in teaching students specific concepts about computer organization and general concepts on computer programming and testing.
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