Publication details
Assessment in Team Problem-Solving Exercises in Computing Education
| Authors | |
|---|---|
| Year of publication | 2026 |
| Type | Paper in proceedings |
| Conference | Proceedings of the 56th IEEE Frontiers in Education Conference (FIE 2026) |
| MU Faculty or unit | |
| Citation | |
| web | ArXiv preprint |
| Keywords | collaborative learning; cyber security; cyber exercise; TTX; incident response; INJECT; clustering; LLM |
| Description | This full paper in the research-to-practice track presents methods for assessing student teams in tabletop exercises (TTXs). TTXs enable learner teams to prepare for workplace tasks and practice crisis responses, such as resolving cybersecurity incidents. While assessment is essential for determining how well teams achieve learning objectives, the complex, open-ended nature of TTXs often leads to delayed or incomplete feedback. TTX learning platforms can record teams' actions and communication; yet, leveraging these data to assess performance is underexplored. To address this gap, we compared two post-TTX team assessment methods—clustering and large language models (LLMs)—using an original dataset from 81 participants across two countries. We evaluated these methods against instructor-assigned scores based on standardized rubrics. Clustering grouped teams that approached TTX tasks similarly, enabling instructors to deliver faster, targeted feedback to teams within a cluster. This method was valid and reliable, with low computational requirements. LLMs used the standardized rubrics to assess teams' communication. While GPT-4o frequently disagreed with instructor scores, GPT-5.2 demonstrated considerably lower error. The researched methods have been integrated into INJECT, an open-source TTX learning platform, to support scalability and teaching practice. To encourage community adoption, we publicly share all datasets, software tools, and a full-fledged TTX scenario. |
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