scholarly journals Usage of Graph Patterns for Knowledge Assessment Based on Concept Maps

2009 ◽  
Vol 38 (38) ◽  
pp. 60-71 ◽  
Author(s):  
Janis Grundspenkis ◽  
Maija Strautmane
Keyword(s):  
Concept Maps ◽  
Multiagent System ◽  
Knowledge Structure ◽  
Assessment System ◽  
Knowledge Assessment ◽  
Knowledge Level ◽  
Production Rules ◽  
Novel Approach ◽  
Limited Length ◽  
Knowledge Evaluation

Usage of Graph Patterns for Knowledge Assessment Based on Concept MapsThe paper discusses application of concepts maps (CMs) for knowledge assessment. CMs are graphs which nodes represent concepts and arcs represent relationships between them. CMs reveal learners' knowledge structure and allow assessing their knowledge level. Step-by-step construction and use of CMs is easy. However, mere comparison of expert constructed and learners' completed CMs forces students to construct their knowledge exactly in the same way as experts. At the same time it is known that individuals construct their knowledge structures in different ways. The developed adaptive knowledge assessment system which is implemented as multiagent system includes the knowledge evaluation agent which carries out the comparison of CMs. The paper presents a novel approach to comparison of CMs using graph patterns. Graph patterns are subgraphs, i.e., paths with limited length. Graph patterns are given for both fill-in-the-map tasks where CM structure is predefined and construct-the-map tasks. The corresponding production rules of graph patterns allow to expand the expert's constructed CM and in this way to promote more flexible and adaptive 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 Incremental Improvement of the Evaluation Algorithm in the Concept Map Based Knowledge Assessment System

2009 ◽  
Vol 4 (1) ◽  
pp. 6 ◽  
Author(s):  
Alla Anohina ◽  
Marks Vilkelis ◽  
Romans Lukasenko
Keyword(s):  
Systems Theory ◽  
Concept Maps ◽  
Concept Map ◽  
Knowledge Structure ◽  
Assessment System ◽  
Knowledge Assessment ◽  
Evaluation Algorithm ◽  
Incremental Improvement ◽  
Technical University

The paper is devoted to the knowledge assessment system that has been developed at the Department of Systems Theory and Design of Riga Technical University for the last four years. The system is based on concept maps that allow displaying the knowledge structure of a particular learner in the form of a graph. Teacher’s created concept maps serve as a standard against which learner’s concept maps are compared. However, it is not correct to compare teacher’s and learners’ concept maps by examining the exact equivalence of relationships in both maps, because people construct knowledge in different ways. Thus, an appropriate mechanism is needed for the flexible evaluation of learners’ concept maps. The paper describes the algorithm implemented in the concept map based knowledge assessment system and its evolution through four prototypes of the system.

Assessing Distributed Mission Operations Using the Air Superiority Knowledge Assessment System

2007 ◽  
Vol 51 (25) ◽  
pp. 1569-1572
Author(s):  
Leah J Rowe ◽  
Nancy J Cooke ◽  
Sara Elizabeth Gehr ◽  
Winston Bennett
Keyword(s):  
Air Force ◽  
Research Laboratory ◽  
Assessment System ◽  
Knowledge Assessment ◽  
Knowledge Level ◽  
Pilot Experience ◽  
Before And After ◽  
And Performance ◽  
Air Force Research Laboratory ◽  
Mission Operations

The Air Superiority Knowledge Assessment System (ASKAS) was developed at the Air Force Research Laboratory as a method for measuring knowledge in fighter pilots. Differences in ASKAS results have been shown to correspond with the knowledge level of pilots with different amounts of experience. To further test this tool, it has recently been integrated into a week-long training program. ASKAS is given before and after training to measure changes in knowledge as a result of the training. Our results show that there is a small but measurable increase in knowledge, as measured by ASKAS, after the training. In addition, there is a quadratic relationship between pilot experience and performance on ASKAS, suggesting that mid-level pilots have the highest levels of knowledge. These results support the validity of ASKAS as a tool to measure changes in knowledge during training, and provide insight on how to improve ASKAS for future use.

scholarly journals Ontology merging in the context of concept maps

2012 ◽  
Vol 13 (1) ◽  
pp. 29-36 ◽  
Author(s):  
Vita Graudina ◽  
Janis Grundspenkis ◽  
Sigita Milasevica
Keyword(s):  
Concept Maps ◽  
Concept Map ◽  
Assessment System ◽  
Knowledge Assessment ◽  
Ontology Merging ◽  
Tools And Methods ◽  
Map Merging

Abstract - This paper proposes the approach to a concept map merging using methods and tools developed for the same task in the domain of ontologies. The developed method is based on ideas that concept maps and ontologies have structural similarities, and mutual transformations between them are possible therefore tools and methods suitable for ontologies can be applied to concept maps. Concept map merging is necessary to extend the functionality of intelligent concept map-based knowledge assessment system IKAS for reuse of captured concept maps.

scholarly journals On Necessity of Semantic Analysis when Evaluating Concept Maps

2017 ◽  
Vol 21 (1) ◽  
pp. 52-60
Author(s):  
Maija Strautmane
Keyword(s):  
Teaching And Learning ◽  
Concept Maps ◽  
Semantic Analysis ◽  
Knowledge Structure ◽  
Knowledge Assessment ◽  
Computational Support ◽  
Assessment Systems ◽  
Computer Aided ◽  
Modern Technologies ◽  
Internal Knowledge

Abstract Modern technologies have changed the landscape of teaching and learning in many ways, including introduction of computational support for knowledge assessment. Concept maps (CMs) can be used to externalise student’s internal knowledge structure in a form suitable for computer-aided assessment. Current CM-based knowledge assessment systems do not analyse semantics of CM elements. The paper represents a study designed to find out how big is the portion of a CM that is left unevaluated in default of semantic analysis.

scholarly journals EVALUATION OF KNOWLEDGE OF STUDENTS ON GEOGRAPHY: PRINCIPLES, FORMS, A TECHNIQUE

2007 ◽  
Vol 4 (1) ◽  
pp. 34-39
Author(s):  
Laima Railienė
Keyword(s):  
School Reform ◽  
Positive Result ◽  
Key Words ◽  
Positive Emotions ◽  
School Administration ◽  
Assessment System ◽  
The Other ◽  
Knowledge Assessment ◽  
Qualitative And Quantitative ◽  
The One

According to scientists, assessment is tightly connecting teachers, students, parents, school administration. Teacher’s (assessor’s) role is becoming especially important because school reform has changed attitude towards assessment and has created favourable conditions for new ways of assessment. Assessment can show student’s achievement qualitative and quantitative value. Students’ knowledge assessment shows what is known well or weak. Knowledge testing and assessing have a positive result when it is being checked systematically. But it is not good to assess only acquired knowledge. It is very important to make knowledge system, to deepen, to activate students. It is also important to find out how students use theory in practice. If you want to assess correctly, you need to know the forms and kinds of assessment. It is very important not to forget that students must know what they are to remember, because it is impossible to memorize everything. All students want to get good marks. There are several reasons why students react sensitively. From marks parents judge about their child’s abilities and even future profession. On the one hand knowledge assessment gives positive emotions, on the other hand, it gives negative ones. Thus, teachers have to be very careful while checking and assessing. Students themselves need to be assessed, because they can’t know if they study well. Geography teacher has got very wide possibilities to check students’ knowledge and skill. But the most important thing is that students’ knowledge become deeper and stronger if they are checked up systematically and interestingly. Key words: knowledge assessment, assessment system, kinds of assessment, forms of assessment, assessment principles and criteria

Air Superiority Knowledge Assessment System

2005 ◽  
Author(s):  
S. E. Gehr ◽  
B. T. Schreiber ◽  
C. Metz ◽  
W. Bennett
Keyword(s):  
Assessment System ◽  
Knowledge Assessment

E-Assessment System for Open and Short Answer (Applied to a Course of Arabic Grammar in 7th Year in Tunisia)

2020 ◽  
pp. 1047-1063
Author(s):  
Wiem Ben Khalifa ◽  
Dalila Souilem ◽  
Mahmoud Neji
Keyword(s):  
Similarity Measure ◽  
Evaluation System ◽  
Concept Maps ◽  
Basic Education ◽  
Arabic Language ◽  
Assessment System ◽  
Automatic Extraction ◽  
Short Answer ◽  
The Third ◽  
Corpus Construction

The goal of this article is the development of an evaluation system based on the Arabic language. This article contains four parts. The first part is the corpus construction from the 7th year basic education classes' grammar book in Tunisia. Then, the second part is on the construction of the Concept Maps (CMaps) ontological for simple Arabic sentences from this corpus, where the automatic extraction of terms is completed. This extraction is based on two major approaches: linguistic and statistical. The third part in this article is the automatic instantiation. The last part is devoted to the application of the similarity measure chosen in the CMaps ontological fusion, which summarizes the various semantic links and which ends with a judgment according to the calculated score.

Sign in / Sign up

Export Citation Format

Share Document