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Estimating Student's Viewpoint to Learning from Lecture/Self-Evaluation Texts

机译：从讲座/自我评估文本中估算学生的观点

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Our eventual goal is to help students learn more effectively. Toward this goal, we have asked the students to retrospectively evaluate themselves and the class by looking back at what they have learned, and we analyzed the answer-texts in order to capture them objectively. We found that their viewpoints affect their performances. Students with wider viewpoints get better performances than those with narrow viewpoints. In this paper, we analyze the answer texts for two contrasting targets; lecture (L) vs. student (S), and good point (G) vs. bad point (B). We propose an index for measuring the term usage and analyze the answer texts using this index. We find that most terms are exclusively used in either one of the contrasting questions. For the numbers of exclusively-used terms, L and G respectively outperform S and B. Thus, students pay more attentions to lectures than themselves and to good points than bad points, as they evaluate. Further, the terms exclusively used in the combination of L-S and G-B, i.e., LG, LB, SG, and SB, show the points of evaluation view of students more specifically.
机译：我们的最终目标是帮助学生更有效地学习。为了实现这一目标，我们要求学生通过回顾他们所学到的内容来回顾自己和课程，我们分析了答案文本以客观地捕捉它们。我们发现他们的观点会影响他们的表演。具有更广泛的观点的学生比具有狭隘观点的表现更好。在本文中，我们分析了两个对比度目标的答案文本;讲座（L）与学生和好点（g）与坏点（b）。我们提出了一种测量术语使用的索引，并使用此索引分析答案文本。我们发现大多数术语专门用于对比问题之一。对于完全使用的术语的数量，L和G分别优于胜过S和B.因此，在评估时，学生比自己的讲座更多地注意到讲座和良好的点。此外，专门用于L-S和G-B组合的术语，即LG，LB，SG和SB，显示了学生的评估视图。

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