background: it is important to learn how to study for different examinations. the objective of the current study is to explore whether the assessment method selection would significantly affect the studying and learning approaches of students. methods: this descriptive-analytical research consisted of 191 first-year undergraduate nursing students from three nursing schools and was conducted dur...

Neural approaches to automated essay scoring have recently shown state-of-theart performance. The automated essay scoring task typically involves a broad notion of writing quality that encompasses content, grammar, organization, and conventions. This differs from the short answer content scoring task, which focuses on content accuracy. The inputs to neural essay scoring models – ngrams and embe...

Abstract Automatic short answer scoring is one of the text classification problems to assess students’ answers during exams automatically. Several challenges can arise in making an automatic system, which quantity and quality data. The data labeling process not easy because it requires a human annotator who expert their field. Further, imbalance also challenge number labels for correct always m...

Active learning has been shown to be effective for reducing human labeling effort in supervised learning tasks, and in this work we explore its suitability for automatic short answer assessment on the ASAP corpus. We systematically investigate a wide range of AL settings, varying not only the item selection method but also size and selection of seed set items and batch size. Comparing to a rand...

We describe a system that grades learner answers in reading comprehension tests in the context of foreign language learning. This task, also known as short answer scoring, essentially requires determining whether a semantic entailment relationship holds between an individual learner answer and a target answer; thus semantic information is a necessary part of any automatic short answer scoring s...

The concept of progress testing was developed in the 1970s. Significant features of progress tests are that the content is not linked to any specific course or unit, and that it reflects the final objectives of the curriculum as a whole. The questions are taken from a broad domain and cover a range of disciplines. Furthermore, the test is taken repeatedly over a period of time, to monitor stude...