Evaluating the Performance of a Diagnosis System in School Algebra
| Autor: | oise Chenevotot, Fran, Brigitte Grugeon, Elisabeth Delozanne, Dominique Prévit, Naima El-Kechaï |
|---|---|
| Přispěvatelé: | Modèles et Outils en ingénierie des Connaissances pour l'Apprentissage Humain (MOCAH), Laboratoire d'Informatique de Paris 6 (LIP6), Université Pierre et Marie Curie - Paris 6 (UPMC)-Centre National de la Recherche Scientifique (CNRS)-Université Pierre et Marie Curie - Paris 6 (UPMC)-Centre National de la Recherche Scientifique (CNRS) |
| Jazyk: | angličtina |
| Rok vydání: | 2011 |
| Předmět: |
computer.internet_protocol
Computer science 4. Education System evaluation 02 engineering and technology Algebra Math education 020204 information systems 0202 electrical engineering electronic engineering information engineering Cognitive diagnosis 020201 artificial intelligence & image processing [INFO]Computer Science [cs] Algebra over a field Algebraic expression computer Natural language XML |
| Zdroj: | International Conference on Web-based Learning International Conference on Web-based Learning, Dec 2011, Hong Kong, China. pp.263-272, ⟨10.1007/978-3-642-25813-8_28⟩ Advances in Web-Based Learning-ICWL 2011 ISBN: 9783642258121 ICWL |
| DOI: | 10.1007/978-3-642-25813-8_28⟩ |
| Popis: | International audience; This paper deals with PépiMep, a diagnosis system in school algebra. Our proposal to evaluate the students’ open-ended answers is based on a mixed theoretical and empirical approach. First, researchers in Math Education list different types of anticipated patterns of answers and the way to evaluate them. Then, this information is stored in an XML file used by the system to match a student’s input with an anticipated answer. Third, as it is impossible to anticipate every student’s answer, the system can improve: when an unknown form is detected, it is added to the XML file after expert inspection. Results from testing 360 students showed that, in comparison with human experts, PépiMep (1) was very effective in recognizing the different types of solutions when students’ input was an algebraic expression (2) but was less effective when students entered a reasoned response expressed by a mix of algebraic expressions and natural language utterances. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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