Students sometimes produce code that works but that its author does not comprehend. For
example, a student may apply a poorly-understood code template, stumble upon a working
solution through trial and error, or plagiarize. Similarly, passing an automated functional
assessment does not guarantee that the student understands their code. One way to tackle
these issues is to probe students' comprehension by asking them questions about their own
programs. We propose an approach to automatically generate questions about student …