Centering Resonance Analysis As A Tool For Assessment

Abstract

is an Associate Professor of Information Systems Technology at the University of Houston. She received her Ph.D. in Curriculum and Instruction from the University of Florida. Her teaching focus is primarily on applications development and database management. Her research interests include curriculum revision processes for career and technology programs; service learning in information technology undergraduate programs and the use of emerging technologies in undergraduate teaching. She has developed curriculum for business education and information technology at the secondary, post-secondary, undergraduate, and graduate levels.

Methodological roadmapping: a study of centering resonance analysis

“…The bibliographic survey results are shown in Table II. Out of the 20 items, full text access was not granted for only one paper (Willis and Miertschin, 2010b). Most of these publications were journal articles but there were also some book chapters and conference papers.…”

“…five of seven analysis-results combinations), was the preprocessing of texts. Willis and Miertschin (2010a, 2010b) inserted implicit centers in the original text to increase their textual coherence. O’Connor and Shumate (2014) fixed the number of texts per set of texts to limit the undesirable effects of the difference in text size (type T).…”

The automatic creation of concept maps from documents written using morphologically rich languages

“…Considering the number of documents used for one CM creation, there are three groups of applicable techniques. The first group contains techniques that create one CM from a single document (Clariana & Koul 2004;Gaines & Shaw 1994;Kowata et al 2010;Matykiewicz et al 2006;Oliveira et al 2002;Richardson 2007;Saito et al 2001;Villalon & Calvo 2009;Wang et al 2008;Willis & Miertschin 2010). Multiple documents are used as a source in the second group of techniques (Chen et al 2008;Cooper 2003;Furdík et al 2008;Hagiwara 1995;Kof et al 2010;Rajaraman & Tan 2002;Tseng et al 2010;Valerio & Leake 2006;Zouaq et al 2011;Zouaq & Nkambou 2008).…”

“…The goal of most studies in this area is to produce an initial CM model, which can then be used to speed up the process of CM creation for later refinement by a person, or by another automatic process. In this manner, many of created maps are fully completed and contain concepts connected with labelled relationships (Kof et al 2010;Kowata et al 2010;Oliveira et al 2002;Olney et al 2011;Rajaraman & Tan 2002;Richardson 2007;Saito et al 2001;Valerio & Leake 2006;Villalon & Calvo 2009;Wang et al 2008;Willis & Miertschin 2010;Zouaq et al 2011;Zouaq & Nkambou 2008). In contrast, the goal of one research approach has been to automatically extract terms that are candidates for concepts, followed by a manual construction of the CM from selected concepts (Cañas et al 2004).…”

“…The automatic creation of concept maps from documents written using morphologically rich languages. Willis and Miertschin (Willis & Miertschin 2010) use centering resonance analysis for the creation of CMs reflecting the process of students' assessment. Using linguistics theory, this method creates a network of nouns and noun phrases to represent main concepts, relationships and their mutual influence.…”