Prototype of multiagent knowledge assessment system for support of process oriented learning

2006 ◽  
Author(s):  
A. Anohina ◽  
J. Grundspenkis
Keyword(s):  
Assessment System ◽  
Knowledge Assessment ◽  
Process Oriented

scholarly journals EVALUATION OF KNOWLEDGE OF STUDENTS ON GEOGRAPHY: PRINCIPLES, FORMS, A TECHNIQUE

2007 ◽  
Vol 4 (1) ◽  
pp. 34-39
Author(s):  
Laima Railienė
Keyword(s):  
School Reform ◽  
Positive Result ◽  
Key Words ◽  
Positive Emotions ◽  
School Administration ◽  
Assessment System ◽  
The Other ◽  
Knowledge Assessment ◽  
Qualitative And Quantitative ◽  
The One

According to scientists, assessment is tightly connecting teachers, students, parents, school administration. Teacher’s (assessor’s) role is becoming especially important because school reform has changed attitude towards assessment and has created favourable conditions for new ways of assessment. Assessment can show student’s achievement qualitative and quantitative value. Students’ knowledge assessment shows what is known well or weak. Knowledge testing and assessing have a positive result when it is being checked systematically. But it is not good to assess only acquired knowledge. It is very important to make knowledge system, to deepen, to activate students. It is also important to find out how students use theory in practice. If you want to assess correctly, you need to know the forms and kinds of assessment. It is very important not to forget that students must know what they are to remember, because it is impossible to memorize everything. All students want to get good marks. There are several reasons why students react sensitively. From marks parents judge about their child’s abilities and even future profession. On the one hand knowledge assessment gives positive emotions, on the other hand, it gives negative ones. Thus, teachers have to be very careful while checking and assessing. Students themselves need to be assessed, because they can’t know if they study well. Geography teacher has got very wide possibilities to check students’ knowledge and skill. But the most important thing is that students’ knowledge become deeper and stronger if they are checked up systematically and interestingly. Key words: knowledge assessment, assessment system, kinds of assessment, forms of assessment, assessment principles and criteria

Air Superiority Knowledge Assessment System

2005 ◽  
Author(s):  
S. E. Gehr ◽  
B. T. Schreiber ◽  
C. Metz ◽  
W. Bennett
Keyword(s):  
Assessment System ◽  
Knowledge Assessment

scholarly journals Evolution of the Concept Map Based Adaptive Knowledge Assessment System: Implementation and Evaluation Results

2009 ◽  
Vol 38 (38) ◽  
pp. 13-24 ◽  
Author(s):  
Janis Grundspenkis ◽  
Alla Anohina
Keyword(s):  
Task Difficulty ◽  
Concept Maps ◽  
Multiagent System ◽  
Concept Map ◽  
System Thinking ◽  
Assessment System ◽  
Knowledge Assessment ◽  
Security Level ◽  
Knowledge Level ◽  
System Implementation

Evolution of the Concept Map Based Adaptive Knowledge Assessment System: Implementation and Evaluation ResultsThe paper represents the concept map based adaptive knowledge assessment system. Advantages of concept maps are analyzed emphasizing that the approach offers a reasonable balance between requirements to assess higher levels of knowledge according to Bloom's taxonomy and complexity of a system. Concept maps allow revealing of student's knowledge structure, promote system thinking and support process oriented learning where a study course is divided into stages in each of which knowledge assessment is carried out. The developed knowledge assessment system consists from a teacher's, learner's and administrator's modules and is implemented as a multiagent system. Four prototypes of the system developed within four projects are described. The first prototype supports only fill-in-the-map tasks where a learner must put given concepts in correct places. The second prototype provides changing the degree of task difficulty, thus, performing adaptation to a learner's knowledge level. The set of tasks are also extended by construct-the-map tasks. Improvements implemented in the third prototype allow using of directed arcs and standard relationships in concept maps. The three-tier architecture used in the fourth prototype is chosen to rise the security level of the system. Besides that learner's support is considerably expanded giving help and tutoring to a learner. Results of evaluation of the developed system's prototypes in different study courses are presented. The paper concludes with the comparison of all four prototypes using all main characteristics of the developed knowledge assessment system.

Assessing Distributed Mission Operations Using the Air Superiority Knowledge Assessment System

2007 ◽  
Author(s):  
Leah J. Rowe ◽  
Sara Elizabeth Gehr ◽  
Nancy J. Cooke ◽  
Winston Bennett
Keyword(s):  
Assessment System ◽  
Knowledge Assessment ◽  
Mission Operations

scholarly journals Usage of graph patterns for concept map extension

2012 ◽  
Vol 13 (1) ◽  
pp. 37-43 ◽  
Author(s):  
Maija Strautmane
Keyword(s):  
Concept Map ◽  
Assessment System ◽  
Knowledge Assessment ◽  
Automated Knowledge

Abstract In concept map-based assessment an expert’s concept map can be expanded using graph patterns to add hidden and inverse relations. This helps to avoid forcing a learner to use certain structures and names. Graph patterns are subgraphs that describe combinations of concept map elements, from which extra relations can be inferred. In this paper an enriched set of graph patterns is described along with their respective IF...THEN rules which can be used for automated knowledge assessment. Some of them are already implemented in the intelligent and adaptive knowledge assessment system IKAS.

Assessing Distributed Mission Operations Using the Air Superiority Knowledge Assessment System

2007 ◽  
Vol 51 (25) ◽  
pp. 1569-1572
Author(s):  
Leah J Rowe ◽  
Nancy J Cooke ◽  
Sara Elizabeth Gehr ◽  
Winston Bennett
Keyword(s):  
Air Force ◽  
Research Laboratory ◽  
Assessment System ◽  
Knowledge Assessment ◽  
Knowledge Level ◽  
Pilot Experience ◽  
Before And After ◽  
And Performance ◽  
Air Force Research Laboratory ◽  
Mission Operations

The Air Superiority Knowledge Assessment System (ASKAS) was developed at the Air Force Research Laboratory as a method for measuring knowledge in fighter pilots. Differences in ASKAS results have been shown to correspond with the knowledge level of pilots with different amounts of experience. To further test this tool, it has recently been integrated into a week-long training program. ASKAS is given before and after training to measure changes in knowledge as a result of the training. Our results show that there is a small but measurable increase in knowledge, as measured by ASKAS, after the training. In addition, there is a quadratic relationship between pilot experience and performance on ASKAS, suggesting that mid-level pilots have the highest levels of knowledge. These results support the validity of ASKAS as a tool to measure changes in knowledge during training, and provide insight on how to improve ASKAS for future use.

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