Automatic evaluation of partial solutions
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Published
Jan 12, 2017
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Abstract
A well-established approach for the solution of a non-trivial problem requires to split it into a hierarchy of simpler subproblems (divide and rule). The same splitting can be taken as the basis for partial evaluation, attributing the credits arising from solved sub-problems to the student. The paper starts from this convergence to analyse the feasibility of automatic evaluation of partial solutions and proposes an automatic evaluation rule that can be applied to a wide range of problems.
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Articles - General topics
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References
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Fife, J. H. (2011). Automated scoring of CBAL Mathematics tasks with m-rater. Research Memorandum, ETS RM-11-12.
Polya, G. (1957). How to solve it (2. ed.). Princeton, NJ: Princeton University Press.
Sangwin, C. (2012). Computer aided assessment of Mathematics using STACK. In Proceedings of the 12th International Congress on Mathematical Education. ICME-12.
Shores, L. R., Hoffmann, K. F., Nietfeld, J. L., & Lester, J. C. (2012) The role of sub-problems: supporting problem solving in narrative-centered learning environments. Intelligent Tutoring Systems. Lecture Notes in Computer Science, Vol. 7315. Berlin, Germany: Springer Verlag.
Ufficio Scolastico Regionale per la Lombardia (2013). La Didattica per competenze. Dossier, Ufficio Scolastico Regionale per la Lombardia, Ufficio IV.
Vanlehn, K. (2006). The behavior of tutoring system. International Journal of Artificial Intelligence in Education, 16(3), 227-265. BIBLIOGRAFIA
Ashton, H., Beevers, C., & Thomas, R. (2008). Can e-assessment become mainstream? In Proceedings of the 12th Computer Assisted Assessment Conference. Loughborough University.
Assessment Reform Group (2002). Assessment for learning: 10 principles. British Educational Research Association.
Baldacci, M. (2010). Curricolo e competenze. Milano, Italia: Mondadori.
Black, P. J., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31.
Butcher, P., Hunt, T., & Sangwin, C. (2013). Embedding and enhancing eAssessment in the leading open source VLE. In Proceedings of the HEA STEM Conference. Higher Education Academy.
Cerval-Pena, E. R., Hermans, D. F. M., & Sangwin, C. J. (2008). Automatic assessment of steps in students’ work. In Proceedings of the 11th International Congress on Mathematical Education. ICME-11.
Conati, C., (2009). Intelligent Tutoring Systems: new challenges and directions. In Proceedings of the 21th International Joint Conference on Artificial Intelligence. Menlo Park, CA: AAAI Press.
Crooks, T. (2001). The validity of formative assessments. British Educational Research Association Annual Conference. University of Leeds.
Fabrizio, A., Fiorentino, G., & Pacini, G. (2006). Valutazione automatica di test con risposta aperta. TD Tecnologie Didattiche, 14(2), 52-61.
Fabrizio, A., Fiorentino, G., & Pacini, G. (2011). Valutazione automatica delle abilità di problem-solving. In Atti del convegno Didamatica 2011, Torino.
Fiorentino, G. (2010). A result-driven approach to the design of self-regulated problem-solving environments. In Proceedings of the STELLARTACONET Conference. Aachen, Belgium: Shaker Verlag.
Fife, J. H. (2011). Automated scoring of CBAL Mathematics tasks with m-rater. Research Memorandum, ETS RM-11-12.
Polya, G. (1957). How to solve it (2. ed.). Princeton, NJ: Princeton University Press.
Sangwin, C. (2012). Computer aided assessment of Mathematics using STACK. In Proceedings of the 12th International Congress on Mathematical Education. ICME-12.
Shores, L. R., Hoffmann, K. F., Nietfeld, J. L., & Lester, J. C. (2012) The role of sub-problems: supporting problem solving in narrative-centered learning environments. Intelligent Tutoring Systems. Lecture Notes in Computer Science, Vol. 7315. Berlin, Germany: Springer Verlag.
Ufficio Scolastico Regionale per la Lombardia (2013). La Didattica per competenze. Dossier, Ufficio Scolastico Regionale per la Lombardia, Ufficio IV.
Vanlehn, K. (2006). The behavior of tutoring system. International Journal of Artificial Intelligence in Education, 16(3), 227-265. BIBLIOGRAFIA