Automatic Assessment of Problem-Solving Skills in Mathematics

Beevers, Cliff; Paterson, Jane

doi:10.1177/1469787403004002002

Cited by 25 publications

(17 citation statements)

References 5 publications

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“…Question data banks also need to be large and flexible enough to support multiple topics, multiple difficulty levels and low repeatability. Some of these reservations can be overcome by the use of modified MCQ formats (Premadasa 1993), the methods employed in selecting and presenting test questions in data banks (Beevers and Paterson 2003;Scharf and Baldwin 2007) and/or with e-assessment employed as feedback to students, teachers and institutions (Nicol 2007a;Cann 2005).…”

Section: Common Mcq Format and Assessment Scopementioning

confidence: 99%

Electronic assessment issues and practices in Pakistan: a case study

Sangi

2008

Learning, Media and Technology

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Electronic assessment (e-assessment) methods are at an early stage of development at various levels of education in South East Asian region. Until the primary resource requirements of the various educational institutions have been met in terms of providing an effective and efficient e-assessment system, a range of problems will arise for the individuals and organizations seeking to implement e-assessment. Key e-assessment issues are related to academic, economic, technological, ethical and social factors, and play an important role in determining the types of e-assessment needed at a given institution. In order to identify the status and scope of e-assessment activities in South East Asia, a survey was conducted in Pakistani educational institutions of higher learning highlighting current e-assessment practices and activities. The paper identifies the current practices, needs and preferences of institutions regarding e-assessment methods, discusses the implications with respect to issues identified and draws conclusions for future development.

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Section: Common Mcq Format and Assessment Scopementioning

confidence: 99%

Electronic assessment issues and practices in Pakistan: a case study

Sangi

2008

Learning, Media and Technology

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“…6). Another advantage of interactive exercises is that they provide a way of integrating teaching texts with simple computer-aided learning (CAL) [23]. This provision is most evident when a student offers the wrong answer to an interactive question since a simple diagnostic test can be run to provide the student with an informative prompt that will direct him or her toward the correct answer.…”

Section: B Structure and Interactivitymentioning

confidence: 99%

Keeping a Distance-Education Course Current Through eLearning and Contextual Assessment

Hopgood

Hirst

2007

IEEE Trans. Educ.

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Abstract-Distance education is most economical when delivered to large groups of students over several years. The Open University course T396: Artificial Intelligence for Technology makes use of electronic delivery and a carefully designed assessment strategy to address the challenge of keeping the course up-to-date while remaining economically viable. Three aspects of currency are considered: academic content, organizational context, and breaking news. An electronic study guide permits new forms of interactivity and presentational styles, while allowing the course team the flexibility to maintain the academic content of the course. The organizational context of the course is maintained through integrated Web pages. An electronic conference provides news, such as course announcements, correction of errata, data files for assignments, and lists of frequently asked questions. It also enables students to participate in an extended learning community. Continuous assessment and the final project are designed to assess the students, to allow practice and experimentation, and to provide a vehicle for constructive feedback. The assessment strategy aims to maintain currency by introducing the latest contexts in which artificial intelligence is used. Detailed marking guides ensure consistent marking and demonstrable achievement of the intended learning outcomes. In a survey at the end of the course, a clear majority of students favored the use of the electronic study guide, particularly for teaching genetic algorithms, where the interactivity enabled difficult concepts to be demonstrated in a way that would not be possible on the printed page. The same survey also gave an overwhelming endorsement to the assessment strategy and the online electronic conference.

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“…One of the signatures of the CALM family of assessment systems is the use of 'Steps', allowing a question to be broken into manageable steps for the benefit of students who are not able to proceed without this additional scaffolding (Beevers & Paterson 2003, Ashton et al 2006a. For the question shown in Figure 2a, a student could opt to work out the answer without intermediate assistance, and in summative use they would then be able to obtain full credit.…”

Section: Calm Cue and Pass-it: Focus On Breaking A Question Down Intmentioning

confidence: 99%

“…Selected-response can assess a large breadth of knowledge (Betts et al 2009, Ferrao 2010) whereas a test comprising constructed-response questions is likely to be more selective in its coverage. Use of selected-response questions also avoids issues of data-entry, particularly problematic in constructed-response questions when symbolic notation is required, for example in mathematics (Beevers & Paterson 2003, Jordan et al 2003, Ross et al 2006, Sangwin 2013). …”

Section: "Effective Assessment and Feedback Can Be Defined As Practicmentioning

confidence: 99%

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E-assessment: Past, present and future

Jordan¹

2013

New Directions

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This review of e-assessment takes a broad definition, including any use of a computer in assessment, whilst focusing on computer-marked assessment. Drivers include increased variety of assessed tasks and the provision of instantaneous feedback, as well as increased objectivity and resource saving. From the early use of multiple-choice questions and machine-readable forms, computer-marked assessment has developed to encompass sophisticated online systems, which may incorporate interoperability and be used in students' own homes. Systems have been developed by universities, companies and as part of virtual learning environments.Some of the disadvantages of selected-response question types can be alleviated by techniques such as confidence-based marking. The use of electronic response systems ('clickers') in classrooms can be effective, especially when coupled with peer discussion. Student authoring of questions can also encourage dialogue around learning.More sophisticated computer-marked assessment systems have enabled mathematical questions to be broken down into steps and have provided targeted and increasing feedback. Systems that use computer algebra and provide answer matching for shortanswer questions are discussed.Computer-adaptive tests use a student's response to previous questions to alter the subsequent form of the test. More generally, e-assessment includes the use of peerassessment and assessed e-portfolios, blogs, wikis and forums.2 Predictions for the future include the use of e-assessment in MOOCs (massive open online courses); the use of learning analytics; a blurring of the boundaries between teaching, assessment and learning; and the use of e-assessment to free human markers to assess what they can assess more authentically.

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Automatic Assessment of Problem-Solving Skills in Mathematics

Cited by 25 publications

References 5 publications

Electronic assessment issues and practices in Pakistan: a case study

Electronic assessment issues and practices in Pakistan: a case study

Keeping a Distance-Education Course Current Through eLearning and Contextual Assessment

E-assessment: Past, present and future

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