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題名 Automated Scoring for Creative Problem Solving Ability with Ideation-Explanation Modeling
作者 Li, Tsai-yen
李蔡彥
Chang, Chun-yen
Wang, Hao-chuan
貢獻者 資科系
日期 2005
上傳時間 8-May-2015 16:08:10 (UTC+8)
摘要 This paper describes an automated scorer for assessing students` Creative Problem-Solving (CPS) abilities via modeling the intra-structure of students` essays describing their thoughts on solving particular problems. The automated scorer aims to grade students` open-ended responses to an essay-question-type CPS ability test, instead of using typical Likert-type or multiple-choice questions that may be imper- fect to assess the creative perspective of human problem-solving. The scorer is dis- tinguishable to most generic automated essay scoring systems that a bipartite graph- based representation is explicitly built for the pair-wise relation between a student`s ideas and self-explained reasons for a CPS task. This design will enable several ana- lytical approaches for CPS, such as quantitative scoring and qualitative diagnoses. The preliminary empirical evaluation with 20 students` data shows that the scoring results of the scorer is satisfactory and highly correlated with those of human experts (Pearson`s r=.67~.82) in terms of quantitative scoring task. The approach provides a promising solution to support large-scaled studies on human creativity and may fur- ther enable CPS-aware personalization systems.
關聯 International Conference on Computers in Education - ICCE , pp. 524-531
資料類型 article
dc.contributor 資科系-
dc.creator (作者) Li, Tsai-yen-
dc.creator (作者) 李蔡彥zh_TW
dc.creator (作者) Chang, Chun-yenen_US
dc.creator (作者) Wang, Hao-chuanen_US
dc.date (日期) 2005-
dc.date.accessioned 8-May-2015 16:08:10 (UTC+8)-
dc.date.available 8-May-2015 16:08:10 (UTC+8)-
dc.date.issued (上傳時間) 8-May-2015 16:08:10 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/75058-
dc.description.abstract (摘要) This paper describes an automated scorer for assessing students` Creative Problem-Solving (CPS) abilities via modeling the intra-structure of students` essays describing their thoughts on solving particular problems. The automated scorer aims to grade students` open-ended responses to an essay-question-type CPS ability test, instead of using typical Likert-type or multiple-choice questions that may be imper- fect to assess the creative perspective of human problem-solving. The scorer is dis- tinguishable to most generic automated essay scoring systems that a bipartite graph- based representation is explicitly built for the pair-wise relation between a student`s ideas and self-explained reasons for a CPS task. This design will enable several ana- lytical approaches for CPS, such as quantitative scoring and qualitative diagnoses. The preliminary empirical evaluation with 20 students` data shows that the scoring results of the scorer is satisfactory and highly correlated with those of human experts (Pearson`s r=.67~.82) in terms of quantitative scoring task. The approach provides a promising solution to support large-scaled studies on human creativity and may fur- ther enable CPS-aware personalization systems.-
dc.format.extent 273352 bytes-
dc.format.mimetype application/pdf-
dc.relation (關聯) International Conference on Computers in Education - ICCE , pp. 524-531-
dc.title (題名) Automated Scoring for Creative Problem Solving Ability with Ideation-Explanation Modeling-
dc.type (資料類型) articleen