Аннотация

We present an approach to Computer-Assisted Assessment of free-text material based on symbolic analysis ofstudent input. The theory that underlies this approach arises from previous work on DidaLect, a tutorial system for reading comprehension in French as a Second Language. The theory enables processing of a free-text segment for assessment to operate without precoded reference material. A study based on a small collection of student answers to several types of questions has justified our approach, and helped to define a methodology and design a prototype.

Описание

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Линки и ресурсы

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