Techniques for computer-assisted grading in computer science curricula

As more curricula integrate computational thinking, designing assessments that are compatible with both student engagement and educator efficacy becomes more urgent. In this paper we discuss the potential role of complexity metrics as an aide to assessing student comprehension. In this first stage of the research, we examined the relationship between manually assigned scores and computer generated scores. While the sample size was too small for statistical results, the positive correlation suggests that this is a plausible research direction.