Using syntactic text analysis to estimate educational tasks' difficulty and complexity

DOI10.1134/S0005117916010100MaRDI QIDQ278908zbMATH OpenOpenAlexFDO

Authors I. S. Naumov, V. S. Vykhovanets

Publication date 27 April 2016

Published in Automation and Remote Control (Search for Journal in Brave)

Full work available at URL https://doi.org/10.1134/s0005117916010100

Mathematics Subject Classification ID

Learning and adaptive systems in artificial intelligence (68T05) Knowledge representation (68T30) Natural language processing (68T50) Student assessment, achievement control, and rating (aspects of mathematics education) (97D60)

Recommendations

• Using the maximum likelihood method to estimate test complexity levels
• Methods of computational analysis of semantic models for quality assessment of scientific texts
• A fuzzy indiscernibility based measure of distance between semantic spaces towards automatic evaluation of free text answers
• Formation of semantic models of complex objects
• scientific article; zbMATH DE number 1974079

Cites work

• scientific article; zbMATH DE number 1952687 (Why is no real title available?)
• scientific article; zbMATH DE number 3894828 (Why is no real title available?)
• A Mathematical Theory of Communication

Cited in

(2)

• A fuzzy indiscernibility based measure of distance between semantic spaces towards automatic evaluation of free text answers
• A novel procedure for measuring semantic synergy

This page was built for publication: Using syntactic text analysis to estimate educational tasks' difficulty and complexity

Report a bug (only for logged in users!)Click here to report a bug for this page (MaRDI item Q278908)