Intention-based scoring: an approach to measuring success at solving the composition problem
Intention-based scoring: an approach to measuring success at solving the composition problem
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基于意图的评分：衡量解决作文问题成功与否的方法
DOI：
10.1145/1047344.1047471
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发表时间：
2005
影响因子：
3.2
通讯作者：
K. VanLehn
中科院分区：
文献类型：
--
作者：
H. Chad Lane;K. VanLehn
传统的评估学生课程的方法并不总是适合于评估不同的教学干预。他们往往把重点放在最终产品，而不是在过程中，导致it.This本文提出了基于意图的评分（IBS），一种方法来衡量编程能力，着眼于中间程序的实施过程中产生的，而不仅仅是一个在年底。其目的是评估学生在第一次尝试实现每个程序目标时产生算法正确的代码的能力。换句话说，目标是回答问题“学生离最初的正确有多近？但这并不是说学生的调试技能或最终产生一个工作程序的能力。要生成IBS，有必要检查学生的在线协议，该协议只是提交给编译器的所有程序的集合。IBS涉及三个阶段的过程：（1）识别协议中所有程序的子集，这些程序代表实现编程目标的初始尝试，（2）错误识别，以及（3）基于规则的评分。我们的结论与IBS的一个例子中的应用程序开始程序员的辅导系统的评估，并显示了如何IBS可以被分解的基本错误类别，以揭示更微妙的差异。
Traditional methods of evaluating student programs are not always appropriate for assessment of different instructional interventions. They tend to focus on the final product rather than on the process that led to it. This paper presents intention-based scoring (IBS), an approach to measuring programming ability that looks at intermediate programs produced over the course of an implementation rather than just the one at the end. The intent is to assess a student's ability to produce algorithmically correct code on the first attempt at achieving each program goal. In other words, the goal is to answer question "How close was the student to being initially correct?" but not to speak to a student's debugging skills or ability to ultimately produce a working program. To produce an IBS, it is necessary to inspect a student's online protocol, which is simply the collection of all programs submitted to a compiler. IBS involves a three-phase process of (1) identification of the subset of all programs in a protocol that represent the initial attempts at achieving programming goals, (2) bug identification, and (3) rubric-based scoring. We conclude with an example application of IBS in the evaluation of a tutoring system for beginning programmers and also show how an IBS can be broken down by the underlying bug categories to reveal more subtle differences.