Computer-based assessment of student-constructed responses
Computer-based assessment of student-constructed responses
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DOI：
10.3758/s13428-012-0211-3
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发表时间：
2012-09-01
影响因子：
5.4
通讯作者：
Graesser, Arthur C.
中科院分区：
文献类型：
--
作者：
Magliano, Joseph P.;Graesser, Arthur C.
学生构建的反应，如论文，简短的回答问题，并大声思考协议，提供了一个宝贵的机会，以衡量学生的学习成果和理解策略。然而，考虑到对学生构建的回答进行评分的挑战，教师可能会犹豫是否使用它们。自然语言处理在学生建构反应的应用方面取得了重大进展。这篇文献综述着重于开发新系统时需要考虑的两个方面。第一种是学生提供的反应类型，即，有意义的反应（例如，有声思考协议、指导对话）和理解的产物（例如，开放式问答题（open-ended questions）第二个对应于考虑使用的自然语言处理系统的类型，以及如何将它们应用于分析学生的反应。我们认为，评估协议的适当性，在一定程度上，受响应类型和研究人员应该使用依赖于多个，收敛的自然语言算法的混合系统。
Student-constructed responses, such as essays, short-answer questions, and think-aloud protocols, provide a valuable opportunity to gauge student learning outcomes and comprehension strategies. However, given the challenges of grading student-constructed responses, instructors may be hesitant to use them. There have been major advances in the application of natural language processing of student-constructed responses. This literature review focuses on two dimensions that need to be considered when developing new systems. The first is type of response provided by the student-namely, meaning-making responses (e.g., think-aloud protocols, tutorial dialogue) and products of comprehension (e.g., essays, open-ended questions). The second corresponds to considerations of the type of natural language processing systems used and how they are applied to analyze the student responses. We argue that the appropriateness of the assessment protocols is, in part, constrained by the type of response and researchers should use hybrid systems that rely on multiple, convergent natural language algorithms.