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finished segment on exams

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wadler 2019-07-15 08:43:24 +01:00
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papers/scp/PLFA.tex
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@ -810,22 +810,24 @@ teaching from PLFA. He taught three courses from PLFA.
\begin{itemize}
\item
University of Edinburgh, September--December 2018 (with teaching
assistance from Wen and Chad Nester); twenty two-hour slots, one
hour of lecture followed by one hour of lab. Ten students completed
the course, which covered Parts~I and~II of PLFA.
assistance from Wen and Chad Nester); twenty two-hour slots,
comprising one hour of lecture followed by one hour of lab. Ten
students completed the course, fourth-year undergraduates and
masters. The course covered Parts~I and~II of PLFA.
\item
Pontifícia Universidade Católica do Rio de Janeiro (PUC-Rio),
March--July 2019, hosted by Roberto Ieuramalischy; ten three-hour
slots, two hours of lecture followed by one hour of lab. Ten
students completed the course, which covered Parts~I and~II of PLFA,
save students read chapter Lists on their own, and chapter
Bisimilarity was skipped.
slots, comprising two hours of lecture followed by one hour of lab.
Ten students completed the course, mostly doctoral students. The
course covered Parts~I and~II of PLFA, save students read chapter
Lists on their own, and chapter Bisimilarity was skipped.
\item University of Padova, June 2018, hosted by Maria Emilia Maietti;
two three-hour slots, two hours of lecture followed by one hour of
lab. About thirty students sat the course. Covered chapters
Naturals, Induction, and Relations.
\item
University of Padova, June 2018, hosted by Maria Emilia Maietti; two
three-hour slots, comprising two hours of lecture followed by one
hour of lab. Thirty undergraduate students sat the course, which
covered chapters Naturals, Induction, and Relations.
\end{itemize}
In addition, David Darais at University of Vermont and John Leo at
@ -837,11 +839,10 @@ Exercises in PLFA are classified in three ways.
Exercises labelled “(recommended)” are the ones students are
required to do in the classes taught at Edinburgh and PUC-Rio.
\item
Exercises labelled “(stretch)” are there to provide an extra
challenge. Few students do all of these, but most attempt at least a
few. Ten students completed the course.
few.
\item
Exercises without a label are included for those who want extra
@ -877,41 +878,52 @@ from chapter Inference, which they must extend with a described
language feature.
Because the course is taught using a proof assistant, it is important
that the students have access to a proof assistant during the
exam. The whole point of a proof assistant is to avoid
errors. Students are told in advance that they are expected to get
perfect on the exam, and that they will have to study hard to achieve
this level. Given that the goal of formal methods is to avoid error,
we think a pedagogical purpose is served by telling the students that
they are expected to achieve perfection and making it possible for
them to do so.
that students have access to a proof assistant during the exam.
Students are told in advance that they are expected to get perfect on
the exam, and that they will have to study hard to achieve this level.
Given that the goal of formal methods is to avoid error, we believe a
pedagogical purpose is served by telling the students that they are
expected to achieve perfection and making it possible for them to do
so. Students are given two opportunities to practice in the run up to
the exam, a `mock' exam given in class under exam conditions (two
hours online), and before that a `mock mock' exam as coursework (in
their own time, encouraged to ask questions, tasked to do all three
questions rather than two of three).
Table~\ref{tab:exams} shows performance on the mock exam and the final
exam for the courses run at Edinburgh and PUC-Rio. While scores vary
widely on the mock, all students achieve perfection on the
exam. (The one exception was a PUC-Rio student who did not attend
classes or sit the mock.) Similar results were achieved at Edinburgh
over the previous five years, using SF as the course textbook and Coq
as the proof assistant. We consider these results a tribute to the
students' ability to study and learn.
they are expected to answer
one question about formalising predicates on a data structure such
as lists or tree
The coursework is assigned 1/4 of the
total mark of the course: enough to encourage the students to do
it, but not enough to make it worth cheating. The remaining 3/4 of
the tot
Most of the marks are base
There is also a ``mock mock'' exam
assigned as cou
The coursework was broken into four or five clusters, one due every
few weeks. There is also a coursework consisting of a ``mock mock''
exam, see below.
recommended
At Edinburgh and PUC-Rio, students completed coursework based on
\begin{table}
\begin{center}
\begin{tabular}{|cc|cc|}
\hline
\multicolumn{2}{|c|}{Edinburgh} &
\multicolumn{2}{c|}{PUC-Rio} \\
\hline
Mock & Exam & Mock & Exam \\
\hline
15 & 50 & -- & 40 \\
29 & 50 & ~6 & 50 \\
33 & 50 & 20 & 50 \\
35 & 50 & 28 & 50 \\
36 & 50 & 41 & 50 \\
48 & 50 & 49 & 50 \\
49 & 50 & 50 & 50 \\
50 & 50 & 50 & 50 \\
50 & 50 & 50 & 50 \\
50 & 50 & 50 & 50 \\
\hline
\end{tabular}
\end{center}
\caption{Exam marks}
\label{tab:exam}
\end{table}
\section{Conclusion}