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Providing formative assessment to students solving multipath engineering problems with complex arrangements of interacting parts: an intelligent tutor approach

机译:通过复杂的交互部件安排,为解决多路径工程问题的学生提供形成性评估:智能导师方法

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摘要

Problems faced by engineering students involve multiple pathways to solution. Students rarely receive effective formative feedback on handwritten homework. This paper examines the potential for computer-based formative assessment of student solutions to multipath engineering problems. In particular, an intelligenttutor approach is adopted and tested out on problems of truss analysis, studied in engineering statics. With a cognitive model for solving the class of problems, the tutor allows the student wide latitude in solution steps, while maintaining sufficient constraints for judging the solution and offering feedback. Proper selection of judging points prevents interference with productive student work, while avoiding accumulated errors. To monitor student learning, efforts to apply distinct skills were extracted on the fly from student work. Using statistical methods developed for intelligent tutoring systems, metrics of the effectiveness of the feedback and areas for further improvements were gleaned from error rates in successive opportunities to apply distinct skills.
机译:工科学生面临的问题涉及多种解决方案。学生很少会收到有关手写作业的有效形成反馈。本文研究了基于计算机的多路径工程问题学生解决方案形成评估的潜力。特别是,采用了智能讲师的方法,并针对在工程静态中研究的桁架分析问题进行了测试。通过用于解决问题类别的认知模型,导师可以让学生在解决问题的步骤中具有更大的自由度,同时保持足够的约束来判断解决方案并提供反馈。正确选择评判点可以防止干扰学生的学习成果,同时避免累积错误。为了监督学生的学习,从学生的工作中迅速提取了运用独特技能的努力。使用针对智能补习系统开发的统计方法,可以从连续应用特定技能的机会中的错误率中收集反馈有效性和需要进一步改进的方面的度量。

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