Beyond Simple Input-Output Assessment Tasks: Leveraging Automated Programming Assessment for Non-Trivial Courses

2026-09-24

AI Summary

This study addresses the persistent disconnect between theoretical instruction and practical application in foundational artificial intelligence courses, as well as the inherent difficulty of automating assessment for non-trivial machine learning tasks. To overcome these challenges, this work proposes an innovative approach that reformulates machine learning exercises into deterministic input/output (I/O) tasks. Rather than developing new infrastructure, the method leverages existing automated programming assessment platforms, such as Moodle VPL and Codeforces, to enable instantaneous grading. This conceptual shift effectively bridges the gap between theoretical pedagogy and engineering practice while facilitating dynamic, interactive learning experiences. Ultimately, the proposed framework significantly enhances both the degree of instructional automation and the integration of hands-on practice within AI curricula.

Abstract

The public visibility of Artificial Intelligence (AI) is growing rapidly, driven by the positive impact of its applications across diverse fields of knowledge. In this new chapter, courses that cover the foundations of AI and machine learning become essential for understanding their role and potential in contemporary society. Therefore, understanding fundamental concepts and elementary algorithms through the close integration of theory with practice is essential in AI courses. In this essay, we report our experience designing machine learning exercises for automated assessment tools in programming. It is worth mentioning that we are not developing a novel form of automated grading system. Instead, we propose a perspective that frames machine learning problems as input-output assessment tasks. From this perspective, each exercise admits a unique and deterministic answer and enables automated programming assessment tools (e.g., VPL for Moodle, Codeforces, and MOJ) to effectively support AI education. We believe this essay can encourage instructors to foster educational innovation by adopting more dynamic and interactive approaches to AI courses that integrate theory and practice. Importantly, this essay does not introduce an innovation in the use of AI for education; rather, it introduces an innovative approach to improving the learning of AI, particularly, machine learning.

Problem

• Artificial Intelligence education
• Machine learning exercises
• Automated programming assessment
• Theory-practice integration

Innovation

• Automated Programming Assessment
• Machine Learning Education
• Input-Output Assessment Tasks
• Deterministic Answer
• Educational Innovation