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Automatic generation of students' conceptual models underpinned by free-text adaptive computer assisted assessment

Author
Pérez Marín, Diana; Alfonseca Cubero, Enrique; Freire Morán, Manuel; Rodríguez Marín, Pilaruntranslated; Guirao, José María; Moreno Sandoval, Antoniountranslated
Entity
UAM. Departamento de Ingeniería Informática; UAM. Departamento de Lingüística, Lenguas Modernas, Lógica y Fª de la Ciencia y Tª de la Literatura y Literatura Comparada
Publisher
IEEE
Date
2006
Citation
Sixth International Conference on Advanced Learning Technologies. IEEE, 2006, 280-284
ISBN
0-7695-2632-2
DOI
10.1109/ICALT.2006.1652424
Funded by
This work has been sponsored by Spanish Ministry of Science and Technology,project number TIN2004-0314
Editor's Version
http://dx.doi.org/10.1109/ICALT.2006.1652424
Subjects
Computer aided instruction; Informática
URI
http://hdl.handle.net/10486/663935
Note
Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works. D. Perez-Marin, E. Alfonseca, M. Freire, and P. Rodriguez, “Automatic generation of students' conceptual models underpinned by free-text adaptive computer assisted assessment”, in Sixth International Conference on Advanced Learning Technologies, 2006, Kerkrade, 2006, pp. 280-284
Rights
© 2006 IEEE

Abstract

In this paper, we present an automatic procedure to generate students' knowledge conceptual models from their answers to an automatic free-text scoring system. The conceptual model is defined as a simplified representation of the concepts and relationships among them that each student keeps in his or her mind about an area of knowledge. It is considered that each area of knowledge comprises several topics and each topic several concepts. Each concept can be identified by a term that the students should use. A concept can belong to one topic or to several topics. The conceptual model is graphically displayed to the teachers as a conceptual map so that they can instantly see which concepts have already been assimilated and which ones should still be reviewed as they have been misunderstood
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Google™ Scholar:Pérez Marín, Diana - Alfonseca Cubero, Enrique - Freire Morán, Manuel - Rodríguez Marín, Pilar - Guirao, José María - Moreno Sandoval, Antonio

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