Assessing creative problem-solving with automated text grading

Wang, Hao-Chuan; Chang, Chun Yen; Li, Tsai‐Yen

doi:10.1016/j.compedu.2008.01.006

Cited by 69 publications

(45 citation statements)

References 24 publications

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“…Many studies also note that it is difficult to develop multiple-choice test items to assess higher cognitive skills Hsiao et al, 2014;Wang et al, 2008). These studies support the finding of the post test outcome of the current study, where the concept mapping strategy was more likely to promote higher order abilities.…”

Section: Discussionsupporting

confidence: 80%

“…In contrast, open-ended questions that elicit constructed responses and give students a higher degree of freedom in reasoning may be a better foundation to evaluate higher-order thinking (Chang, & Barufaldi, 2010;Ilhan, Sozbilir, Sekerci, & Yildirim, 2015;Wang, Chang, & Li, 2008;Yeh et al, 2012). Many studies also note that it is difficult to develop multiple-choice test items to assess higher cognitive skills Hsiao et al, 2014;Wang et al, 2008).…”

Section: Discussionmentioning

confidence: 99%

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The Effects of Integrating Computer-based Concept Mapping for Physics Learning in Junior High School

Chang

Yeh²,

Shih

2016

EURASIA J MATH SCI T

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It generally is accepted that concept mapping has a noticeable impact on learning. But literatures show the use of concept mapping is not benefit all learners. The present study explored the effects of incorporating computer-based concept mapping in physics instruction. A total of 61 9th-grade students participated in this study. By using a quasiexperimental research approach, 31 students were assigned to a group that received computer-based concept mapping assisting instruction (CBCM), and 30 students were assigned to a constructive activities group that received "Work, Power, and Energy Curriculum" instruction without concept mapping assistance (NCM). Both groups participated for eight weeks, with four sessions per week and 45 minutes per session. A pre test-post test control group design was employed. The findings revealed that the CBCM group students scored higher than the NCM group students on the cognition understanding and higher order thinking subtests. No significant differences were found in the conception memorization subtest. In the retention test, the students in the CBCM group outperformed the students in the NCM group on all subtests. The results of the current study revealed that concept mapping activities effectively promote higher order thinking and knowledge retention.

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Section: Discussionsupporting

confidence: 80%

Section: Discussionmentioning

confidence: 99%

The Effects of Integrating Computer-based Concept Mapping for Physics Learning in Junior High School

Chang

Yeh²,

Shih

2016

EURASIA J MATH SCI T

View full text Add to dashboard Cite

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“…Guidance that encourages students to engage conceptually needs careful formulation, framing, and delivery (Havnes et al 2012). Using computers to assess responses and provide automated guidance has advantages for improving students' explanations, including longer wait times for students to construct better explanations (Swift and Gooding 1983), responsiveness that can be motivating (Van der Kleij et al 2012), privacy for students to make mistakes (Scalise et al 2011), and usually good agreement with human scores (Landauer et al 2003;Page 2003;Wang et al 2008). Some students view computer-based guidance as fairer than human-based guidance (Lipnevich and Smith 2009).…”

Section: Designing Guidance For Explanationsmentioning

confidence: 97%

Automated Guidance for Thermodynamics Essays: Critiquing Versus Revisiting

2015

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Middle school students struggle to explain thermodynamics concepts. In this study, to help students succeed, we use a natural language processing program to analyze their essays explaining the aspects of thermodynamics and provide guidance based on the automated score. The 346 sixth-grade students were assigned to either the critique condition where they criticized an explanation or the revisit condition where they reviewed visualizations. Within each condition, the student was assigned one of two types of tailored guidance based on the sophistication of their original essay. Both forms of guidance led to significant improvement in student understanding on the posttest. Guidance was more effective for students with low prior knowledge than for those with high prior knowledge (consistent with regression toward the mean). However, analysis of student responses to the guidance illustrates the value of aligning guidance with prior knowledge. All students were required to revise their essay as an embedded assessment. While effective, teachers involved in this study reported that revising is resisted by students and does not align with typical, vocabulary-focused classroom writing activities.

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“…In [27] the CarmelTC algorithm, that uses a Naïve Bayes classifier, is proposed. On the other hand, [28] …”

Section: Related Workmentioning

confidence: 99%

Including Content-Based Methods in Peer-Assessment of Open-Response Questions

Luaces

Díez

Alonso-Sanz

et al. 2015

2015 IEEE International Conference on Data Mining Workshop (ICDMW)

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Abstract-Massive Open Online Courses (MOOCs) are attracting the attention of a huge number of students all around the world. These courses include different types of assignments in order to evaluate the student's knowledge. However, these assignments are designed to allow a straightforward automatic evaluation. But, in this way it is not possible to evaluate some skills that would require answering open-response questions. Peerassessment (the students are asked to assess other assignments), is an effective method to overcome the impossibility of having staff graders for this task. Additionally, students gain a deeper knowledge about the subject of the assignments that they have to read critically. However, the grades given by student-graders must be filtered to avoid bias due to a lack of experience in assessment tasks. There are a number of approaches to do this. In this paper we present a factorization approach that in addition to the grades given by graders is able to incorporate a representation of the contents of the responses given by students using a Vector Space Model of the assignments. So we fill the gap between peer-assessment and content-based methods that use a shallow linguistic processing. The paper includes a report of the results obtained using this approach in a real world dataset collected in 3 universities of Spain, A Coruña, Pablo de Olavide at Sevilla, and Oviedo at Gijón. The scores obtained by the method presented here were compared with those provided by the staff of these universities. We report a considerable improvement whenever we use the content-based approach. In any case, we conclude that there is no evidence that staff grading would have led to more accurate grading outcomes than the assessment produced by our models.

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Assessing creative problem-solving with automated text grading

Cited by 69 publications

References 24 publications

The Effects of Integrating Computer-based Concept Mapping for Physics Learning in Junior High School

The Effects of Integrating Computer-based Concept Mapping for Physics Learning in Junior High School

Automated Guidance for Thermodynamics Essays: Critiquing Versus Revisiting

Including Content-Based Methods in Peer-Assessment of Open-Response Questions

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