Answer Evaluation of Short Descriptive Questions

2021 ◽  
pp. 104-118
Keyword(s):  
Similarity Measure ◽  
Assessment System ◽  
Similarity Matrix ◽  
Test Paper ◽  
Continuous Assessment ◽  
Simple Interpretation ◽  
Cognitive Levels ◽  
Stages Of Learning ◽  
Syntactic Similarity ◽  
Measure Word

Reforms in the educational system emphasize more on continuous assessment. The descriptive examination test paper when compared to objective test paper acts as a better aid in continuous assessment for testing the progress of a student under various cognitive levels at different stages of learning. Unfortunately, assessment of descriptive answers is found to be tedious and time-consuming by instructors due to the increase in number of examinations in continuous assessment system. In this chapter, an attempt has been made to address the problem of automatic evaluation of descriptive answer using vector-based similarity matrix with order-based word-to-word syntactic similarity measure. Word order similarity measure remains as one of the best measures to find the similarity between sequential words in sentences and is increasing its popularity due to its simple interpretation and easy computation.

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.

scholarly journals A Semantic and Syntactic Similarity Measure for Political Tweets

IEEE Access ◽  
2020 ◽  
Vol 8 ◽  
pp. 154095-154113
Author(s):  
Claire Little ◽  
David Mclean ◽  
Keeley Crockett ◽  
Bruce Edmonds
Keyword(s):  
Similarity Measure ◽  
Syntactic Similarity

Continuous Multidimensional Assessment System of Medical Residents in Teaching Hospitals

2021 ◽  
Author(s):  
mehdi yousefi ◽  
zahra ebrahimi ◽  
ali khorsand vakilzadeh ◽  
somayeh fazaeli ◽  
atousa ariafar ◽  
...  
Keyword(s):  
Data Analysis ◽  
Focus Group ◽  
Evaluation System ◽  
Assessment System ◽  
Research Management ◽  
Medical Residents ◽  
Teaching Hospitals ◽  
Expert Group ◽  
Continuous Assessment ◽  
Group Meetings

Abstract Background One of the most important principles in education, especially in clinical fields, is the evaluation of learners. Proper and continuous assessment can be used to provide appropriate feedback to students about their strengths and weaknesses. In this regard, the study aimed to design a system of continuous assessment of medical residents (SCMAR). Methods This study was performed using a combination of qualitative methods, including focus group discussion sessions and expert group meetings. The study population consisted of all the stakeholders involved in the learner evaluation process in Imam Reza Hospital Complex (IRHC) in Iran. This study was conducted in four steps, including identification of sub-axes and indicators through focus group discussions, review and approval of axes, sub-axes, and indicators in expert group meetings, model design by the research management team, and finally, agreement on sub-axes and indicators. Data analysis was performed during the agreement review stage in Excel software (2016 version). Results The finalized SCMAR consists of 10 main axes and 35 sub-axes. The axes include objectives, evaluators, areas and indicators of evaluation, evaluation periods, evaluation requirements, data collection, data sources, point assignment and data analysis methods, reporting, and feedback dissemination methods. Regarding areas and indicators of evaluation, 5 areas and 11 indicators were proposed. Conclusion A comprehensive evaluation system that continuously reviews the performance and professional behavior of learners can be used as a stimulus to improve the quality of delivered service and educational processes. The present study aimed to address this need by designing a framework.

A classroom-based assessment method to test speaking skills in English for Specific Purposes

2014 ◽  
Vol 4 (1) ◽  
Author(s):  
María Pilar Alberola Colomar
Keyword(s):  
Rating Scales ◽  
Teaching Experience ◽  
Testing Procedure ◽  
Assessment Method ◽  
Assessment System ◽  
Assessment Procedure ◽  
Continuous Assessment ◽  
Validity And Reliability ◽  
Advantages And Disadvantages ◽  
Speaking Skills

AbstractThis article presents and analyses a classroom-based assessment method to test students' speaking skills in a variety of professional settings in tourism. The assessment system has been implemented in the Communication in English for Tourism course, as part of the Tourism Management degree programme, at Florida Universitaria (affiliated to the University of Valencia). Based on our ESP teaching experience, we have noticed a need to design an assessment procedure that would enable us gather several samples of students' speaking competencies throughout the course. An extended process that involved research and meetings with colleagues and students led to the development of the assessment method in question, which can be described as a multimodal communicative approach to testing, organized as continuous assessment, and fully related to the course syllabus. To enhance validity and reliability, we have opted to create an assessment procedure based on a combination of testing formats, rating criteria and rating scales. The procedure involves two testers and the overall grade is based on the results obtained in seven tests. The article reviews contributions to the assessment of speaking abilities, presents our testing procedure, describes its implementation, discusses its advantages and disadvantages, and concludes by analysing its washback effect and pedagogical implications.

Fuzzy Similarity Measure Based Spectral Clustering Framework for Noisy Image Segmentation

2017 ◽  
Vol 25 (04) ◽  
pp. 649-673 ◽  
Author(s):  
Subhanshu Goyal ◽  
Sushil Kumar ◽  
M. A. Zaveri ◽  
A. K. Shukla
Keyword(s):  
Similarity Measure ◽  
Spectral Clustering ◽  
Clustering Algorithm ◽  
Spatial Information ◽  
Clustering Algorithms ◽  
Gaussian Kernel ◽  
Similarity Matrix ◽  
Fuzzy Similarity ◽  
Level Information ◽  
Fuzzy C Means Clustering

In recent times, graph based spectral clustering algorithms have received immense attention in many areas like, data mining, object recognition, image analysis and processing. The commonly used similarity measure in the clustering algorithms is the Gaussian kernel function which uses sensitive scaling parameter and when applied to the segmentation of noise contaminated images leads to unsatisfactory performance because of neglecting the spatial pixel information. The present work introduces a novel framework for spectral clustering which embodied local spatial information and fuzzy based similarity measure to tackle the above mentioned issues. In our approach, firstly we filter the noise components from original image by using the spatial and gray–level information. The similarity matrix is then constructed by employing a similarity measure which takes into account the fuzzy c-partition matrix and vectors of the cluster centers obtained by fuzzy c-means clustering algorithm. In the last step, spectral clustering technique is realized on derived similarity matrix to obtain the desired segmentation result. Experimental results on segmentation of synthetic and Berkeley benchmark images with noise demonstrates the effectiveness and robustness of the proposed method, giving it an edge over the clustering based segmentation method reported in the literature.

Developments in the Assessment of Social Skills and Social Competence in Children

1991 ◽  
Vol 8 (4) ◽  
pp. 148-166 ◽  
Author(s):  
Susan H. Spence
Keyword(s):  
Social Skills ◽  
Social Competence ◽  
Reliability And Validity ◽  
Assessment System ◽  
Cognitive Behavioural ◽  
Wide Range ◽  
Cognitive Levels ◽  
Recent Developments ◽  
Assessment Measures ◽  
Using Data

The present paper reviews recent developments in the assessment of children's social competence and social skills. Current conceptual models of social competence and social skills are discussed and provide a basis against which assessment measures can be evaluated. Although many measures are now available, there is a lack of integration of assessment devices within a conceptually sound framework of an assessment system. Such an assessment system should distinguish between social competence and social skills, should take into account developmental, sex and cultural factors, and should assess at micro-versus macro-skill and overt versus cognitive levels of behaviour. The system should then integrate information within a cognitive-behavioural analysis, using data from a wide range of informants, from a range of settings. Greater attention to matters of reliability and validity of assessment measures is also necessary in the development of such a system.

scholarly journals KONSTRUK KOMPETENSI LITERASI UNTUK SISWA SEKOLAH DASAR

LITERA ◽  
2016 ◽  
Vol 15 (1) ◽  
Author(s):  
Tadkiroatun Musfiroh ◽  
Beniati Listyorini
Keyword(s):  
Social Context ◽  
Group Discussion ◽  
Literary Text ◽  
Assessment System ◽  
Reading Literacy ◽  
National Context ◽  
Assessment Framework ◽  
The Social ◽  
Cognitive Levels ◽  
Text Length

This study aims to: (1) describe the literacy components based on the PIRLS version,  (2) identify the constructs of reading literacy competence for Grade IV of the elementaryschool, and (3) make a draft of the constructs of literacy competence for Grade IV of theelementary school in the Indonesian version. The data were collected through literaturereview, interviews, and focus group discussion. They were analyzed by the qualitativedescriptive technique. The results are as follows. First, the literacy components basedon the PIRLS version comprise: the reading literacy concept, assessment framework,benchmark, literary text components, and assessment system determination. Second, thereading literacy competence is constructed as the competence to read and comprehendliterary and informative texts, based on four cognitive levels, from a variety of text typesin line with the social context around the students and the national context. Third, theconstructs of literacy competence in the Indonesian version consist of: 2-5 difficult words,a text length of 200 words, the composition of low to high cognitive levels of 30-30-3010,textthemessuitabletoIndonesianconditionandculture,cleartextillustrations,andtables/graphspresentedingradation.Theresultsareimportantasliteracyinformationforthe basis for developingeducational policies in Indonesia.

Medical Students Views on Continuous Assessment

2020 ◽  
Vol 7 (5) ◽  
pp. 29-35
Author(s):  
Omer Abdelgadir Elfaki ◽  
Abdulaziz Alamri ◽  
Karimeldin A Salih ◽  
Mahdi Abdullah Mohammad Alyafi ◽  
Maram Mubarak Barkoot ◽  
...  
Keyword(s):  
Academic Performance ◽  
Research Work ◽  
Summative Assessment ◽  
Educational Process ◽  
Assessment System ◽  
P Value ◽  
Continuous Assessment ◽  
Cross Sectional ◽  
Correlational Design ◽  
Positive Effect

The importance of assessment in the educational process is well emphasized in medical education. The system of continuous assessment (CA) used in the College of medicine, KKU can be described as frequent summative assessments in each course since there was no regular feedback. The CA adopted carries 50% of the total marks. Achievement of students in CA is critical to their pass or failure of any course. Excessive use of summative assessment was identified as problematic by some research work. But, at the same time a single terminal summative assessment is not recommended. The objective of this study was to examine the students' perception of learning and its relation with performance in CA.  Methods The target population of this study was the 4th, 5th and 6th year students of the college of medicine, KKU. Non-probability convenience sampling was used aiming at 25% - 30% of the total. A correlational design was adopted. A structured self-administered questionnaire was developed. This was based on four constructs: performance on CA: 3 items, feedback: 6 items, students' perception of learning: 12 items and gender. A 5-point Likert scale was used ranging from strongly agree to strongly disagree to the stated statements in the instrument. The questionnaire was validated before use. Pearson’s correlation coefficient (r) was computed using SPSS.  P value of <0.05 was considered significant.  Results and discussion This is a cross sectional study where correlational design was used. The total number of respondents was 128 with 58% of them males and 42% females. The computed r for the perception of learning with performance in CA was .741 and for feedback with performance in CA was .766. This clearly indicated a significant positive correlation between them. Gender had no significant correlation with performance in CA. Although profound evidence does exist on the positive effect of CA on academic performance and motivation of students, this effect seems to be dependent on how the assessment system is used. In one experimental study, it was found that CA had positive effect on students' academic performance, learning and satisfaction compared to summative assessment. On the other hand, when continuous assessment was done in form of frequent summative assessment, the positive effect was lost and in fact a negative effect was evident.  Conclusion The respondents viewed their perception of learning and feedback strongly and positively correlated with their performance in CA, while gender had no significant correlation

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