The power of feedback.

From the Book:
“Clean code that works” is Ron Jeffries’ pithy phrase. The goal is clean code that works, and for a whole bunch of reasons:
Clean code that works is a predictable way to develop. You know when you are finished, without having to worry about a long bug trail.Clean code that works gives you a chance to learn all the lessons that the code has to teach you. If you only ever slap together the first thing you think of, you never have time to think of a second, better, thing. Clean code that works improves the lives of users of our software.Clean code that works lets your teammates count on you, and you on them.Writing clean code that works feels good.But how do you get to clean code that works? Many forces drive you away from clean code, and even code that works. Without taking too much counsel of our fears, here’s what we do—drive development with automated tests, a style of development called “Test-Driven Development” (TDD for short). 
In Test-Driven Development, you:
Write new code only if you first have a failing automated test.Eliminate duplication.

Two simple rules, but they generate complex individual and group behavior. Some of the technical implications are:You must design organically, with running code providing feedback between decisionsYou must write your own tests, since you can’t wait twenty times a day for someone else to write a testYour development environment must provide rapid response to small changesYour designs must consist of many highly cohesive, loosely coupled components, just to make testing easy

The two rules imply an order to the tasks ofprogramming:
1. Red—write a little test that doesn’t work, perhaps doesn’t even compile at first
2. Green—make the test work quickly, committing whatever sins necessary in the process
3. Refactor—eliminate all the duplication created in just getting the test to work


Red/green/refactor. The TDD’s mantra.

Assuming for the moment that such a style is possible, it might be possible to dramatically reduce the defect density of code and make the subject of work crystal clear to all involved. If so, writing only code demanded by failing tests also has social implications:
If the defect density can be reduced enough, QA can shift from reactive to pro-active workIf the number of nasty surprises can be reduced enough, project managers can estimate accurately enough to involve real customers in daily developmentIf the topics of technical conversations can be made clear enough, programmers can work in minute-by-minute collaboration instead of daily or weekly collaborationAgain, if the defect density can be reduced enough, we can have shippable software with new functionality every day, leading to new business relationships with customers


So, the concept is simple, but what’s my motivation? Why would a programmer take on the additional work of writing automated tests? Why would a programmer work in tiny little steps when their mind is capable of great soaring swoops of design? Courage.
Courage
Test-driven development is a way of managing fear during programming. I don’t mean fear in a bad way, pow widdle prwogwammew needs a pacifiew, but fear in the legitimate, this-is-a-hard-problem-and-I-can’t-see-the-end-from-the-beginning sense. If pain is nature’s way of saying “Stop!”, fear is nature’s way of saying “Be careful.” Being careful is good, but fear has a host of other effects:
Makes you tentativeMakes you want to communicate lessMakes you shy from feedbackMakes you grumpy

None of these effects are helpful when programming, especially when programming something hard. So, how can you face a difficult situation and:
Instead of being tentative, begin learning concretely as quickly as possible.Instead of clamming up, communicate more clearly.Instead of avoiding feedback, search out helpful, concrete feedback.(You’ll have to work on grumpiness on your own.) 

Imagine programming as turning a crank to pull a bucket of water from a well. When the bucket is small, a free-spinning crank is fine. When the bucket is big and full of water, you’re going to get tired before the bucket is all the way up. You need a ratchet mechanism to enable you to rest between bouts of cranking. The heavier the bucket, the closer the teeth need to be on the ratchet.

The tests in test-driven development are the teeth of the ratchet. Once you get one test working, you know it is working, now and forever. You are one step closer to having everything working than you were when the test was broken. Now get the next one working, and the next, and the next. By analogy, the tougher the programming problem, the less ground should be covered by each test.

Readers of Extreme Programming Explained will notice a difference in tone between XP and TDD. TDD isn’t an absolute like Extreme Programming. XP says, “Here are things you must be able to do to be prepared to evolve further.” TDD is a little fuzzier. TDD is an awareness of the gap between decision and feedback during programming, and techniques to control that gap. “What if I do a paper design for a week, then test-drive the code? Is that TDD?” Sure, it’s TDD. You were aware of the gap between decision and feedback and you controlled the gap deliberately.

That said, most people who learn TDD find their programming practice changed for good. “Test Infected” is the phrase Erich Gamma coined to describe this shift. You might find yourself writing more tests earlier, and working in smaller steps than you ever dreamed would be sensible. On the other hand, some programmers learn TDD and go back to their earlier practices, reserving TDD for special occasions when ordinary programming isn’t making progress.

There are certainly programming tasks that can’t be driven solely by tests (or at least, not yet). Security software and concurrency, for example, are two topics where TDD is not sufficient to mechanically demonstrate that the goals of the software have been met. Security relies on essentially defect-free code, true, but also on human judgement about the methods used to secure the software. Subtle concurrency problems can’t be reliably duplicated by running the code.

Once you are finished reading this book, you should be ready to:
Start simplyWrite automated testsRefactor to add design decisions one at a time

This book is organized into three sections.
An example of writing typical model code using TDD. The example is one I got from Ward Cunningham years ago, and have used many times since, multi-currency arithmetic. In it you will learn to write tests before code and grow a design organically.An example of testing more complicated logic, including reflection and exceptions, by developing a framework for automated testing. This example also serves to introduce you to the xUnit architecture that is at the heart of many programmer-oriented testing tools. In the second example you will learn to work in even smaller steps than in the first example, including the kind of self-referential hooha beloved of computer scientists.Patterns for TDD. Included are patterns for the deciding what tests to write, how to write tests using xUnit, and a greatest hits selection of the design patterns and refactorings used in the examples.

I wrote the examples imagining a pair programming session. If you like looking at the map before wandering around, you may want to go straight to the patterns in Section 3 and use the examples as illustrations. If you prefer just wandering around and then looking at the map to see where you’ve been, try reading the examples through and refering to the patterns when you want more detail about a technique, then using the patterns as a reference.

Several reviewers have commented they got the most out of the examples when they started up a programming environment and entered the code and ran the tests as they read.

A note about the examples. Both examples, multi-currency calculation and a testing framework, appear simple. There are (and I have seen) complicated, ugly, messy ways of solving the same problems. I could have chosen one of those complicated, ugly, messy solutions to give the book an air of “reality.” However, my goal, and I hope your goal, is to write clean code that works. Before teeing off on the examples as being too simple, spend 15 seconds imagining a programming world in which all code was this clear and direct, where there were no complicated solutions, only apparently complicated problems begging for careful thought. TDD is a practice that can help you lead yourself to exactly that careful thought.

Test Driven Development: By Example

by J. Biggs and C. Tang, Maidenhead, England,
Open University Press, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4

Teaching for quality learning at university

The Architecture Of Cognition

In recent years, two communities have grown around a joint interest on how big data can be exploited to benefit education and the science of learning: Educational Data Mining and Learning Analytics. This article discusses the relationship between these two communities, and the key methods and approaches of educational data mining. The article discusses how these methods emerged in the early days of research in this area, which methods have seen particular interest in the EDM and learning analytics communities, and how this has changed as the field matures and has moved to making significant contributions to both educational research and practice.

/pdf/educational-data-mining-and-learning-analytics-2kepggrl5r.pdf

Educational Data Mining and Learning Analytics

Formative feedback, aimed at helping students to improve their work, is an important factor in learning. Many tools that offer programming exercises provide automated feedback on student solutions. We have performed a systematic literature review to find out what kind of feedback is provided, which techniques are used to generate the feedback, how adaptable the feedback is, and how these tools are evaluated. We have designed a labelling to classify the tools, and use Narciss’ feedback content categories to classify feedback messages. We report on the results of coding a total of 101 tools. We have found that feedback mostly focuses on identifying mistakes and less on fixing problems and taking a next step. Furthermore, teachers cannot easily adapt tools to their own needs. However, the diversity of feedback types has increased over the past decades and new techniques are being applied to generate feedback that is increasingly helpful for students.

https://dl.acm.org/doi/pdf/10.1145/3231711

A Systematic Literature Review of Automated Feedback Generation for Programming Exercises

Formative feedback, aimed at helping students to improve their work, is an important factor in learning. Many tools that offer programming exercises provide automated feedback on student solutions. We are performing a systematic literature review to find out what kind of feedback is provided, which techniques are used to generate the feedback, how adaptable the feedback is, and how these tools are evaluated. We have designed a labelling to classify the tools, and use Narciss' feedback content categories to classify feedback messages. We report on the results of the first iteration of our search in which we coded 69 tools. We have found that tools do not often give feedback on fixing problems and taking a next step, and that teachers cannot easily adapt tools to their own needs.

https://dl.acm.org/doi/pdf/10.1145/2899415.2899422

Towards a Systematic Review of Automated Feedback Generation for Programming Exercises

Polytypic Programming

Generic Haskell is an extension of Haskell that supports the construction of generic programs. These lecture notes describe the basic constructs of Generic Haskell and highlight the underlying theory. Generic programming aims at making programming more effective by making it more general. Generic programs often embody non-traditional kinds of poly- morphism. Generic Haskell is an extension of Haskell (38) that supports the construction of generic programs. Generic Haskell adds to Haskell the notion of structural polymorphism, the ability to define a function (or a type) by induction on the structure of types. Such a function is generic in the sense that it works not only for a specific type but for a whole class of types. Typical examples include equality, parsing and pretty printing, serialising, ordering, hashing, and so on. The lecture notes on Generic Haskell are organized into two parts. This first part motivates the need for genericity, describes the basic constructs of Generic Haskell, puts Generic Haskell into perspective, and highlights the underlying theory. The second part entitled "Generic Haskell: applications" delves deeper into the language discussing three non-trivial applications of Generic Haskell: generic dictionaries, compressing XML documents, and a generic version of the zipper data type. The first part is organized as follows. Section 1 provides some background discussing type systems in general and the type system of Haskell in particular. Furthermore, it motivates the basic constructs of Generic Haskell. Section 2 takes a closer look at generic definitions and shows how to define some popular generic functions. Section 3 highlights the theory underlying Generic Haskell and discusses its implementation. Section 4 concludes.

/pdf/generic-haskell-practice-and-theory-4l8pkg7fkq.pdf

Generic Haskell: practice and theory

Datatype-generic programming is defining functions that depend on the structure, or "shape", of datatypes. It has been around for more than 10 years, and a lot of progress has been made, in particular in the lazy functional programming language Haskell. There are morethan 10 proposals for generic programming libraries orlanguage extensions for Haskell. To compare and characterise the many generic programming libraries in atyped functional language, we introduce a set of criteria and develop a generic programming benchmark: a set of characteristic examples testing various facets of datatype-generic programming. We have implemented the benchmark for nine existing Haskell generic programming libraries and present the evaluation of the libraries. The comparison is useful for reaching a common standard for generic programming, but also for a programmer who has to choose a particular approach for datatype-generic programming.

/pdf/comparing-libraries-for-generic-programming-in-haskell-1h400cya3t.pdf

Johan Jeuring

Papers

A Systematic Literature Review of Automated Feedback Generation for Programming Exercises

Towards a Systematic Review of Automated Feedback Generation for Programming Exercises

Polytypic Programming

Generic Haskell: practice and theory

Comparing libraries for generic programming in haskell