Increasing the flexibility of automated concept map based knowledge assessment

2014 ◽  
Author(s):  
Maija Strautmane
Keyword(s):  
Concept Map ◽  
Knowledge Assessment

scholarly journals Evolution of the Concept Map Based Adaptive Knowledge Assessment System: Implementation and Evaluation Results

2009 ◽  
Vol 38 (38) ◽  
pp. 13-24 ◽  
Author(s):  
Janis Grundspenkis ◽  
Alla Anohina
Keyword(s):  
Task Difficulty ◽  
Concept Maps ◽  
Multiagent System ◽  
Concept Map ◽  
System Thinking ◽  
Assessment System ◽  
Knowledge Assessment ◽  
Security Level ◽  
Knowledge Level ◽  
System Implementation

Evolution of the Concept Map Based Adaptive Knowledge Assessment System: Implementation and Evaluation ResultsThe paper represents the concept map based adaptive knowledge assessment system. Advantages of concept maps are analyzed emphasizing that the approach offers a reasonable balance between requirements to assess higher levels of knowledge according to Bloom's taxonomy and complexity of a system. Concept maps allow revealing of student's knowledge structure, promote system thinking and support process oriented learning where a study course is divided into stages in each of which knowledge assessment is carried out. The developed knowledge assessment system consists from a teacher's, learner's and administrator's modules and is implemented as a multiagent system. Four prototypes of the system developed within four projects are described. The first prototype supports only fill-in-the-map tasks where a learner must put given concepts in correct places. The second prototype provides changing the degree of task difficulty, thus, performing adaptation to a learner's knowledge level. The set of tasks are also extended by construct-the-map tasks. Improvements implemented in the third prototype allow using of directed arcs and standard relationships in concept maps. The three-tier architecture used in the fourth prototype is chosen to rise the security level of the system. Besides that learner's support is considerably expanded giving help and tutoring to a learner. Results of evaluation of the developed system's prototypes in different study courses are presented. The paper concludes with the comparison of all four prototypes using all main characteristics of the developed knowledge assessment system.

scholarly journals Usage of graph patterns for concept map extension

2012 ◽  
Vol 13 (1) ◽  
pp. 37-43 ◽  
Author(s):  
Maija Strautmane
Keyword(s):  
Concept Map ◽  
Assessment System ◽  
Knowledge Assessment ◽  
Automated Knowledge

Abstract In concept map-based assessment an expert’s concept map can be expanded using graph patterns to add hidden and inverse relations. This helps to avoid forcing a learner to use certain structures and names. Graph patterns are subgraphs that describe combinations of concept map elements, from which extra relations can be inferred. In this paper an enriched set of graph patterns is described along with their respective IF...THEN rules which can be used for automated knowledge assessment. Some of them are already implemented in the intelligent and adaptive knowledge assessment system IKAS.

Formative Knowledge Assessment Through Games Using Concept Map and Game Theory

2018 ◽  
Vol 17 (03) ◽  
pp. 1850030
Author(s):  
R. Kumar
Keyword(s):  
Participant Observation ◽  
Concept Map ◽  
Research Work ◽  
Data Gathering ◽  
Knowledge Assessment ◽  
Game Based Learning ◽  
Tree Game ◽  
Formative Knowledge ◽  
The Impact ◽  
Major Data

This paper presents the results of a research work carried out in order to develop a novel gaming model for formative knowledge assessment (FKA). The benefits of FKA are well acknowledged by educators as it aids for better learning. As FKA is more frequent, the students’ willingness to take frequent assessments is poor. Often the students expressed that they felt uncomfortable and this resulted in lack of active participation. These are considered as major challenges to be addressed. Hence, this research aimed to find a way to make the assessments interesting. Based on the positive responses for game-based learning, a theoretical model that integrates the principles of extensive games (EGs) and concept map (CM), namely concept tree game (CTG), has been defined and developed. Further, a qualitative research has been performed to evaluate the impact of the FKA model. Major data gathering techniques used in this work were a class test, proposed FKA method, participant observation, survey and focussed team interview. The data were analysed statistically and the results revealed that it has been effective and useful for educators in assessing the knowledge of students and for students, it aided them to know where they stand and helped them to learn effectively.

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