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Symbolic assessment of free text answers in a second-language tutoring system

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conference contribution
posted on 2009-05-01, 12:18 authored by Matthieu Hermet, Stan Szpakowicz
We present an approach to Computer-Assisted Assessment of free-text material based on symbolic analysis of student input. The theory that underlies this approach arises from previous work on DidaLect, a tutoring system for second-language reading skill enhancement. The theory enables the processing of free-text segments for assessment to operate without preencoded reference material. A study based on a corpus of 48 student answers to several types of questions has justified our approach, helped define a methodology and design a prototype.

History

School

  • University Academic and Administrative Support

Department

  • Professional Development

Research Unit

  • CAA Conference

Citation

HERMET, M. and SZPAKOWICZ, S., 2006. Symbolic assessment of free text answers in a second-language tutoring system. IN: Danson, M. (ed.). 10th CAA International Computer Assisted Assessment Conference : Proceedings of the Conference on 4th and 5th July 2006 at Loughborough University. Loughborough : Lougborough University, pp. 225-238

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© Loughborough University

Version

  • AM (Accepted Manuscript)

Publication date

2006

Notes

This is a conference paper.

ISBN

095395725X

Language

  • en

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