Automatic generation of short answer questions for reading comprehension assessment

2016 ◽  
Vol 22 (3) ◽  
pp. 457-489 ◽  
Author(s):  
YAN HUANG ◽  
LIANZHEN HE
Keyword(s):  
Reading Comprehension ◽  
Cognitive Complexity ◽  
Automatic Generation ◽  
Functional Grammar ◽  
Question Generation ◽  
High Performing ◽  
Lexical Functional Grammar ◽  
Short Answer ◽  
Syntactic Information ◽  
Short Answer Questions

AbstractWriting items for reading comprehension assessment is time-consuming. Automating part of the process can help test-designers to develop assessments more efficiently and consistently. This paper presents an approach to automatically generating short answer questions for reading comprehension assessment. Our major contribution is to introduce Lexical Functional Grammar (LFG) as the linguistic framework for question generation, which enables systematic utilization of semantic and syntactic information. The approach can efficiently generate questions of better quality than previous high-performing question generation systems, and uses paraphrasing and sentence selection to improve the cognitive complexity and effectiveness of questions.

The Effects of the Paraphrasing Strategy on the Reading Comprehension of Young Students

2010 ◽  
Vol 33 (2) ◽  
pp. 110-123 ◽  
Author(s):  
Jessica L. Hagaman ◽  
Kathryn J. Casey ◽  
Robert Reid
Keyword(s):  
Reading Comprehension ◽  
Academic Success ◽  
Main Idea ◽  
Strategy Development ◽  
Future Research ◽  
Text Recall ◽  
Short Answer ◽  
Third Grade Students ◽  
Short Answer Questions ◽  
Experienced Difficulty

Reading comprehension is an important component of academic success and a skill required for many activities in school. However, little is known about effective reading comprehension interventions for younger students. This study investigated the effects of the paraphrasing strategy taught using the self-regulated strategy development model. Participants were six third grade students identified as fluent readers who experienced difficulty with comprehension. All instruction for the six participants was one on one. Results indicate that the use of the RAP paraphrasing strategy increased reading comprehension as measured by the percentage of text recall and short-answer questions (RAP is a three-step strategy: Read a paragraph, Ask myself “What was the main idea and two details?” and Put it into my own words). Ideas for future research and implications are discussed.

Typological and theoretical implications

2017 ◽  
Author(s):  
John J. Lowe
Keyword(s):  
Theoretical Analysis ◽  
Theoretical Perspective ◽  
Functional Grammar ◽  
Lexical Functional Grammar ◽  
Mixed Categories

This chapter briefly considers the evidence for transitive nouns and adjectives in early Indo-Aryan in both a typological and a theoretical perspective. The fact that most transitive nouns and adjectives in early Indo-Aryan fall under the traditional heading of ‘agent nouns’ (subject-oriented formations) is typologically notable, since while action nouns with verbal government are well-known, the possibility of relatively verbal agent nouns has not always been acknowledged. The theoretical analysis is framed within Lexical-Functional Grammar, and makes use of the concept of ‘mixed’ categories to effect a clear formalization of transitive nouns and adjectives which captures their transitivity while allowing them to remain fundamentally nouns and adjectives in categorial terms.

scholarly journals How to foster the formation of STEM identity: studying diversity in an authentic learning environment

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Alison Singer ◽  
Georgina Montgomery ◽  
Shannon Schmoll
Keyword(s):  
Learning Environment ◽  
Identity Formation ◽  
Sense Of Belonging ◽  
Sociology Of Science ◽  
Authentic Learning ◽  
Learning Task ◽  
Short Answer ◽  
Diversity And Inclusion ◽  
Educational Challenge ◽  
Short Answer Questions

Abstract Background STEM identity has been shown to have a powerful role in an individual’s success in educational environments, as well as on their career goals and trajectories. Historically, however, STEM identity formation for underrepresented students has been hampered by the lack of representation of in STEM fields, which predominantly consist of white males. One educational challenge is diversifying STEM classrooms, both in terms of the students themselves and also in terms of the science and scientists they learn about. Methods We piloted a 4-credit History, Philosophy, and Sociology of Science course at Michigan State University. Students were tasked with creating exhibits focused on themes of diversity and inclusion in science for a real client. Using a STEM identity survey, we assessed students’ attitudes towards the sciences, issues of diversity in science, and their sense of belonging to their educational communities. We also had the students respond to various short-answer questions throughout the semester to better understand their experiences working on a collaborative authentic learning task. Results Our results suggest that authentic learning experiences based around ideas of diversity and inclusion can help students develop sense of belonging and positive STEM identities. Students demonstrated shifts in their self-identities as scientists, focusing more on the intersection between their gender, ethnicity, and self-perception as a scientist. Through qualitative analysis of short-answer questions, we were able to ascertain that working in groups in an authentic learning environment helped the students improve their communication and collaboration skills. Conclusions Students’ increased focus on gender and ethnicity suggests that they are thinking critically about how their personal identities intersect with their scientific identities. Additional research would help us better understand if the coupling of authentic learning and inclusive teaching practices have significant impacts on the formation of students’ STEM identities.

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