The Technische Universität Dresden has multiple e-learning projects in use. The Chair of Software Technology uses Inloop to teach students object-oriented programming through automatic feedback. In the last years, interest has grown in giving students automated feedback on modeling tasks. This is why there was an extension developed by Hamann to automate the assessment of modeling tasks in 2020. The TU Dresden currently has plans to replace Inloop with Artemis, a comparable system. Artemis currently supports the semi-automatic assessment of modeling exercises. In contrast, the system proposed by Hamann, called Inloom, is based on a rule-based approach and provides instant feedback. A rule-based system has certain advantages over a similarity-based system. One advantage is the mostly better feedback that these systems generate. To give instructors more flexibility and choice, this work tries to identify possible ways of extending Artemis with the rule-based approach Inloom. In the second step, this thesis will provide a proof of concept implementation. Furthermore, a comparison between different systems is developed to help instructors choose the best suitable system for their usecase.:Introduction, Background, Related Work, Analysis, System Design, Implementation, Evaluation, Conclusion and Future Work, Bibliography, Appendix

The Comenius Network Project “Developing Quality in Mathematics Education II” funded by the European Commission consists of partners from schools, universities and teacher training centres from eleven European countries. One advantage of the project is the mutual exchange between teachers, teacher trainers and researchers in developing learning material. To support the teachers most effectively the researchers asked the teachers what they wanted the researchers to do. The answer was also a question: How can we identify (good) modelling tasks? A discussion ensued in the research group of this project which resulted in a list of descriptors characterising modelling tasks. This paper focuses on the theoretical background of mathematical modelling and will thereby substantiate the list of descriptors for modelling tasks.

The Comenius Network Project “Developing Quality in Mathematics Education II” funded by the European Commission consists of partners from schools, universities and teacher training centres from eleven European countries. One advantage of the project is the mutual exchange between teachers, teacher trainers and researchers in developing learning material. To support the teachers most effectively the researchers asked the teachers what they wanted the researchers to do. The answer was also a question: How can we identify (good) modelling tasks? A discussion ensued in the research group of this project which resulted in a list of descriptors characterising modelling tasks. This paper focuses on the theoretical background of mathematical modelling and will thereby substantiate the list of descriptors for modelling tasks.