This paper discusses a model for structuring resources for automatic assessment in scientific education by means of textual descriptions. This study aims to support instructors in extending teaching strategies and expanding formative assessment in virtual communities of practice. The strategy to achieve these goals involves the implementation of a system for adaptively providing the students with instructional activities based on Natural Language analysis and ontological knowledge bases. The model is presented, and the feasibility of its use is discussed taking into account the results collected from the experimentation with instructors.

A Model for Enriching Automatic Assessment Resources with Free-Text Annotations

Di Caro L.;Fioravera M.;Marchisio M.;Rabellino S
2018-01-01

Abstract

This paper discusses a model for structuring resources for automatic assessment in scientific education by means of textual descriptions. This study aims to support instructors in extending teaching strategies and expanding formative assessment in virtual communities of practice. The strategy to achieve these goals involves the implementation of a system for adaptively providing the students with instructional activities based on Natural Language analysis and ontological knowledge bases. The model is presented, and the feasibility of its use is discussed taking into account the results collected from the experimentation with instructors.
2018
15th International Conference CELDA 2018: Cognition and exploratory learning in digital age
Budapest
21-23 ottobre 2018
Proceedings 15th International Conference CELDA 2018: Cognition and exploratory learning in digital age
IADIS Press
186
193
978-989-8533-81-4
Di Caro L., Fioravera M., Marchisio M., Rabellino S
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/2318/1700413
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