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-yen | en_US |
dc.creator (作者) | Wang, Hao-chuan | en_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) | article | en |