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Urrutia, Felipe; Araya, Roberto – Journal of Educational Computing Research, 2024
Written answers to open-ended questions can have a higher long-term effect on learning than multiple-choice questions. However, it is critical that teachers immediately review the answers, and ask to redo those that are incoherent. This can be a difficult task and can be time-consuming for teachers. A possible solution is to automate the detection…
Descriptors: Elementary School Students, Grade 4, Elementary School Mathematics, Mathematics Tests
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Gombert, Sebastian; Di Mitri, Daniele; Karademir, Onur; Kubsch, Marcus; Kolbe, Hannah; Tautz, Simon; Grimm, Adrian; Bohm, Isabell; Neumann, Knut; Drachsler, Hendrik – Journal of Computer Assisted Learning, 2023
Background: Formative assessments are needed to enable monitoring how student knowledge develops throughout a unit. Constructed response items which require learners to formulate their own free-text responses are well suited for testing their active knowledge. However, assessing such constructed responses in an automated fashion is a complex task…
Descriptors: Coding, Energy, Scientific Concepts, Formative Evaluation
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Deane, Paul; Lawless, René R.; Li, Chen; Sabatini, John; Bejar, Isaac I.; O'Reilly, Tenaha – ETS Research Report Series, 2014
We expect that word knowledge accumulates gradually. This article draws on earlier approaches to assessing depth, but focuses on one dimension: richness of semantic knowledge. We present results from a study in which three distinct item types were developed at three levels of depth: knowledge of common usage patterns, knowledge of broad topical…
Descriptors: Vocabulary, Test Items, Language Tests, Semantics