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![]() We identify scalability challenges, show how they have been addressed in APAS Edgar, and then propose general architectural solutions, building blocks and patterns to address those challenges.Ĭourses in the areas of computer science (CS) and computer engineering (CE) are delivered on many levels: primary and secondary schools, universities, online courses, internally at companies, etc. We review fundamental features such as dynamic analysis and untrusted code execution, as well as more complex cases such as static analysis and plagiarism detection, and we summarize the lessons learned over the previous six years of research. In this article, we look at the APAS web application architecture with a focus on scalability issues. Over the past six years, we have developed and actively deployed “Edgar”-a state-of-the-art APAS that enables immediate program evaluation and feedback in any programming language (SQL, C, Java, etc.). For such web applications, especially those that support immediate (on-demand) program assessments and feedback, it can be quite a challenge to implement the various system modules in a secure and scalable manner. Modern Automated Programming Assessment Systems (APASs) are nowadays implemented as web applications. In the last decade, several factors have contributed to the popularity of this approach, such as the development of massive online courses, where large numbers of students can hardly be assessed manually, the COVID-19 pandemic with a strong online presence and physical relocation of students, and the ever-increasing shortage of personnel in the field CS. values for side) and do not request input from the user, as these will result in errors - your function will be called directly by CodeRunner with predefined input values.The first automated assessment of student programs was reported more than 60 years ago, but this topic remains relevant and highly topical among computer science researchers and teachers. Do not try to provide input arguments for your function (ie. Codefunner will check that your function returns the expected answers for each test. Your function will be tested in Moodle, using multiple different calls to your function. ensure that you use the output suppression character " " n ). Do NOT output anything to the command window from inside your function (i.e. Your function requires one input (side) and one cutput (the answer). The main difference between the previous question (Part 1) and here, is that you must use a function to caleulate the answer. ![]() Question: Write a function called DodecaSurfArea that calculates the same surface area as in Part 1 (note: the name of your function needs to be exactly as shown). For this question you have multiple attempts at getting the solution correct, without penalty, However, when CodeRunner is used in exams there is a penalty applied for incorrect solutions. Your solution is tested in Moodle via using the "Check" button. It is advisable to write your function in MATLAB first and test that it works there, then you can copy your function into the spsce provided below. We will be using Codefunner more often moving forward. Octave is not as powerful as MATLAB, so there are same restrictions with what we can do - however, it will work well for our purposes here. The language used for this is called Oetave, which is a derivative of the MATLAB language. ![]() CodeRunner allows us to write Functions directly in Moodle, that can be tested within Moodle. For this part we will be using the "CodeRunner" plug-in for Moodle.
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