Let’s face it: teaching is hard. There’s the obvious time commitment required for classes and lectures, but striving for excellence in education necessarily requires countless hours spent outside of the classroom. This time generally gets split between
- developing curriculum and assignments to stay relevant,
- meeting with students (in office hours, breakout sessions, tutoring, etc.),
- answering questions (whether in person or remotely),
- grading assignments, quizzes, and tests,
and many more areas. This list doesn’t even begin to capture the inherently difficult problem of adapting to meet students’ unique needs, a challenge which grows exponentially the more students there are.
Looking at that list of challenges above, one entry stands out: grading. Very few people sit down to grade assignments with enthusiasm and vigor, which is unfortunate; students can’t learn from their mistakes until they know what they are. The time required to grade fundamentally opposes student learning and growth.
Teaching is hard, but at Autolab we help make it easier.
For programming classes, we drastically cut down the submission-to-feedback time for students by exploiting autograding: programs evaluating other programs. In this model, teachers create autograder programs that define a number of tests to run on a student’s submission to assign it a grade.
Autolab aims for flexibility: by utilizing user-customized Linux VMs, instructors have absolute control over their autograding environment. Autograders can be written in any language, using any software packages, frameworks, compilers, databases—the possibilities are endless. No matter the subject, Autolab can help make autograding a reality.
Because of this flexibility, students can receive feedback on their assignments nearly instantaneously, closing the feedback loop in minutes rather than weeks. This opens the door to iterative learning: students are alerted to incorrect solutions immediately, enabling them to hone in on and fix troubling mistakes in their code. Over the course of one assignment, this feedback loop can run any number of times; each time, the student learns something above what they would have had the assignment been graded manually.
In addition to kindling learning among individual students, we at Autolab aim to foster a number of communities in all aspects of our work.
Community among Classmates
Autolab provides class-wide scoreboards for autograded assignments. Scoreboards are a fun and powerful motivation for students, and an excellent way to build community. For the students at the top of the class, scoreboards encourage refinement and healthy competition to keep up engagement. For other students, scoreboards help to clearly outline what’s required for full credit. Of course, all names are anonymized by student-selected nicknames—some secretive and others clever. In our experience, a mix of curiosity and competitiveness foster a positive community everyone wins, regardless of skill level.
Community among Educators
Because autograders are self-contained, Autolab can provide a new community for instructors collaborating around designing, building, and iterating on quality assignments and labs. In the future, we hope to develop a platform where instructors can upload, discuss, share, and develop these assignments. This would help foster a community where educators can help each other improve their students’ learning.
Community among Users
We’re dedicated to this mission of fostering community, so it was only natural when it came to the decision of open-sourcing Autolab. We actively seek feedback from our users about how to improve, and we welcome contributions! Head on over to GitHub to browse the project source, read up on documentation, report issues, or open pull requests. If you notice something out-of-place or are dying to see a particular feature, please let us know! We also actively read mail at the Autolab Dev mailing list (see the footer). We love helping out as much as possible; this is only possible with your input.
Autograding for All
Our vision is to bring Autolab and the benefits of autograding to all programming and computer science classes, at the secondary- and university-levels. At Carnegie Mellon, where Autolab was initially conceived and is currently developed, we’ve seen Autolab’s success in the classroom. Each semester, we reach 3,000 undergraduate computer science students, amounting to over 100,000 autograded jobs every semester.
Despite this, we’ve only scratched the surface of autograding’s potential. If you’re interested in using Autolab for your class or school, reach out and we’d be happy to help you get up and running. Also be sure to check out the source and documentation on GitHub.