Abstract:
It is important for students to expertize in their field, since there is an agile change in all the domains. Even though resources are available to learn, proper assessment helps them improve upon their knowledge and there is no platform or enough experts to access their knowledge. In this paper, we propose an automatic generation of multiple choice questions on any user defined domain. It first extracts text from the given domain and summarizes with preference learning. The distractors are generated using similarity metrics such as hypernyms and hyponyms. The system also generates analogy questions targeting primary school level.
Keywords: preference learning; natural language processing; summarizer; e-assessment; MCQ; analogy;
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Objective
2. Subjective
Objective assessment is a form of questioning which has a single correct answer. Subjective assessment is a form of questioning which may have more than one way of expressing the correct answer. Objective question types include true/false answers, multiple choice, and multiple-response and matching questions. Subjective questions include extended-response questions and essays. Objective assessment is well suited to the increasingly popular computerized or online assessment format. In this paper, we concentrate on objective questions.
Multiple choice questions are a form of assessment in which respondents are asked to select the best possible answer (or answers) out of the choices from a list. In many disciplines instructors use MCQs as a preferred assessment tool and it is estimated that 45% - 67% student assessments utilise MCQs [4]. The fast developments of e-Learning technologies have in turn stimulated method for automatic generation of MCQs and today they have become an actively developing topic in application-oriented NLP
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We use preference learning to identify the stem. Next, we have to choose the distractors such that (1) it is relevant to the objective (2) there is no synonym to the key. Relevant to the objective means it should be related to the context in the perspective of domain and should have a similar parts of speech structure. For example, if the key is a verb then the distracters must also be a verb for it to appear similar to the key. If the distractor is a synonym to the key, then there will be more than one answer, which should not be the case.
In this paper we generate two types of MCQs:
1. Fill in the blank type
2. Analogy type
Fill in the blank is a type of question or phrase with one or more words replaced with a blank, giving the reader the chance to add the missing word(s).
Verbal analogy questions are of the form of comparison between two objects. “A car has wheel is like a book has page” is an example of an analogy. Analogy questions will be of MCQ type having a stem and a set of options.
Relate works:
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In all the existing works, we come across two main problems:
Uses static corpus i.e., the dataset is defined earlier from which the MCQs are generated. This poses a limitation in choice of the
, now as a college student, I have learned that multiple choice questions are practically extinct because short essay questions are practically the “new generation.” Anne states that, “ninety percent of
Any diverse group of organisms will not respond identically to a standard test; some will respond positively, and some will respond negatively. The student population of the United States is an extremely varied group, and students will respond differently to the same "standard" test. The format of the current standardized test, all multiple-choice questions, does not allow for variables among the test takers. In fact, the test attempts to erase all the variables and create a uniform ...
In this assignment I will be analysing the purpose of assessment whilst demonstrating my understanding of the different assessment methods used. I will also be giving a brief explanation of my understanding of VACSR describing my understanding of what each element means and its importance when used in assessment. Furthermore I will be describing two assessment methods that I have used whilst teaching evaluating each method using VACSR identifying strengths and areas of improvement. Finally I will justify the reasons for using the two assessment methods chosen.
In order to understand linguistic intelligence it is important to understand the mechanisms that control speech and language. These mechanisms can be broken down into four major groups: speech generation (talking), speech comprehension (hearing), writing generation (writing), and writing comprehension (reading).
Students are being tested on elements that were seen on their pre-test. More specifically, the students are being tested on elements of the pre-test that they did not score well on. After more than four weeks of instruction on these elements, this assessment will project the evidence of student learning in regard to five specific learning goals. I will collect this data by having students complete the test with their answers for this assessment. By using a multiple choice test, students can receive immediate feedback on their assessment because a machine automatically tabulates correct and incorrect answers as the test is fed through the machine. My rationale for this data-collection method is based on the fact that it provides immediate feedback to the students and myself. Quick turnaround is essential when evaluating the evidence of student
The questions contained a series of both multiple choice and rating questions. (See Appendix A for the full list of questions)
Evidence – some centres will have their own procedure in place when it comes to gathering evidence and making assessment decision. For example, some centres will require you as an Assessor to have not less than three direct observation sessions with your learner, anything less than 3 will not be acceptable. Sometimes, centres might have a minimum number of times that a criteria has to be covered before it is signed
Assess the student’s prior knowledge by asking concept questions before the student reads aloud to you.
Assessment, in the context of education, was defined by Lambert, D (2000, pag 4) as the processs of gathering, recording and using information about pupils' responses to educational tasks. Despite some can consider that assessment is separated from the learning process, assessment is, in fact, an essential part of the learning proccess. Maguire, M. and Dillon, J. (2007, pag 213) pointed out that assessment is intrincately bound-up in the teaching-learning cycle.
Sotaridona, L. & Van der Linden, Wim. A Statistical Test for Detecting Answer Copying on Multiple-Choice Tests. Research Report. Twente Univ., Enschede (Netherlands). Faculty of Educational Science and Technology, 1-27.
“Teachers help students use assessment as a window into their own growth and identify as learners so, they develop the power and agency necessary to take charge of their learning (Tomlinson, 2010). Summative assessments are a mirror to student thinking. Summative assessments help teachers and students see a trajectory of their learning. Teachers can use them to identify which students are ready for other tasks; and which students need more time to develop specific concepts. The assessment that we administered asked students to answer a series of questions using information from a graph. It also prompted them to create a graph using the results of survey for our field trip. This assessment combined constructed response questions with a meaningful task. “The paper and pencil multiple choice test is not the only way to assess learning. It is a limited way to gain insight into what some students know and are able to do”(Berliner, 2010, p.113).
According to Grevells (2012), assessment should be planned for and carried out on an individual basis. Assessment planning should be a two-way process (Shannon & Wavers, 1949) between me and my learners. I plan what I am going to do and learners need to know what is expected from them. If my learners are all working towards the same assignment or an assessment strategy, I agree on target dates or criteria for completion and discuss any specific requirements my learners may have. The Principles of assessments are consistent, accessibility, detailed, earned and transparent. Think about these theories and principles of assessment I designed my assessment strategies. For example, in my teaching practice I use assessment strategies resembling to
Luchoomun, D.; McLuckie, J.; van Wesel, M., 2010, Electronic Journal of e-Learning, v8 n1 p21-30, Retrieved from http://www.eric.ed.gov/EJ880096.pdf.
Jurafsky, D. & Martin, J. H. (2009), Speech and Language Processing: International Version: an Introduction to Natural Language Processing, Computational Linguistics, and Speech Recognition, 2nd ed, Pearson Education Inc, Upper Saddle River, New Jersey.
Revealing a student’s education record or even just one test without permission is a definite no. A student’s educational record is supposed to remain private between the student, parents and teacher. A teacher cannot release information without consent and if they do release the information without consent, the teacher could be fired. The Family Educational Right to Privacy Act restricts a teacher’s ability to share a student’s educational record without permission. It is unethical and potentially harmful to the student for a teacher to share a student’s grade with the class. Releasing educational records without permission is not the only unethical thing a teacher can do and I will go into further depth on this later in my writing.