Automatic Assessment of 3D Modeling Exams

Abstract

Computer-based assessment of exams provides teachers and students with two main benefits: fairness and effectiveness in the evaluation process. This paper proposes a fully automatic evaluation tool for the Graphic and Virtual Design curriculum at the First School of Architecture of the Politecnico di Torino, Italy. In particular, the tool is designed for the 3D modeling course, taught during the second year, where students have to prove their ability to model static scenes using the open source modeler Blender. During the final exam, students are required to create a 3D model as similar as possible to a reference object proposed by the teacher and shown through a set of 2D views; the similarity of the images is judged according to both model shape and materials. The traditional assessment process is particularly slow and strongly based on teachers subjective evaluation; the proposed solution efficiently implements an objective assessment mechanism that exploits computer vision and image analysis algorithms to automatically extract similarity indices. These indices are related to partial evaluation grades, which are then combined to obtain the final mark. A comparison with the traditional assessment process shows robustness and trustworthiness of the designed approach.

Auto-Grading for 3D Modeling Assignments in MOOCs

“…Automatic grading of 3D Modeling Assignments has been the focus of much research which has brought about development of tools in the fields of computer science, The conventional problem(s) associated with attaching a measurable label to a 3D Modeling assignment has been associated with the arrival at a formal metric to assess aesthetic value. While there has been research in this area, and a formal weighted metric defined by some universities that offer graduate courses in this domain such as the First School of Architecture of the Politecnico di Torino, Italy [6,7], this rule-based metric is difficult to implement in a general context especially in cases such as ours where creativity and imagination form a crucial step within the learning path. In these papers the authors present a specific subset of parameters that have to be adhered to in order for a submission to be graded.…”

Comparison of different ways of computing grades in continuous assessment into the final grade

“…En general, los estudios sobre evaluación publicados en revistas científicas se han centrado en analizar cómo conseguir evaluaciones más justas, válidas o fiables (Dalziel, 1998); el uso de estudiantes en el proceso de evaluación (Marin-Garcia, Aragonés Beltran, & Melón, 2014;Potgieter, Ackermann, & Fletcher, 2010;Tejeiro et al, 2012); el impacto del uso de rúbricas en las notas otorgadas a los resultados de ejercicios, o al proceso seguido para completarlo (Marin-Garcia & Santandreu-Mascarell, 2015;Panadero & Jonsson, 2013); el método de evaluación más adecuado en función del objeto a evaluar o para diferentes estrategias metodológicas, entre las que destacan las que incorporan el uso de tecnología de la información en el aula (Bliuc, Ellis, Goodyear, & Piggott, 2010;Bliuc, Ellis, Goodyear, & Piggott, 2011;González-Marcos, Alba-Elías, Navaridas-Nalda, & Ordieres-Meré, 2016;Green, Farchione, Hughes, & Chan, 2014;Sanna, Lamberti, Paravati, & Demartini, 2012) o trabajo en equipo (Perello-Marin, Vidal-Carreras, & Marin-Garcia, 2016;Pratten, Merrick, & Burr, 2014) o aprendizaje basado en problemas (Perez-Benedito, Perez-Alvarez, & Casati, 2015;Valle, Gonzalvo, & Abril, 2011). Una abrumadora cantidad de estos estudios publicados se ha realizado en disciplinas diferentes de la de Gestión en general o de Gestión de Operaciones en particular (Medina-López, Alfalla-Luque, & Marin-Garcia, 2011).…”

An art of teaching in teaching-learning process: An important part for educational accreditation, quality and assessment

“…There are several teaching methods that can be used for teaching by using this teachinglearning model. Such as,seminar,symposium,teaching using panel discussion and group discussion, arranging tutorials, teaching through workshops, and conferences,etc.This teaching-learning model also helps to teacher for thorough preparation, organizing lessons planning, relevance of teaching in particular area of subject with good quality and optimum quantity in proper sequence [7][8][9][10][11][12][13][14][15][16][17][18][19][20].…”