Mitkov and Ha (2003) and Mitkov et al. (2006) offered an alternative to the lengthy and demanding activity of developing multiple-choice test items by proposing an NLP-based methodology for construction of test items from instructive texts such as textbook chapters and encyclopaedia entries. One of the interesting research questions which emerged during these projects was how better quality distractors could automatically be chosen. This paper reports the results of a study seeking to establish which similarity measures generate better quality distractors of multiple-choice tests. Similarity measures employed in the procedure of selection of distractors are collocation patterns, four different methods of WordNet-based semantic similarity (extended gloss overlap measure, Leacock and Chodorow's, Jiang and Conrath's as well as Lin's measures), distributional similarity, phonetic similarity as well as a mixed strategy combining the aforementioned measures. The evaluation results show that the methods based on Lin's measure and on the mixed strategy outperform the rest, albeit not in a statistically significant fashion. #MCQ, #EACL
Here are the key points about observations as a method of collecting qualitative data:
- Observations involve gathering first-hand information by watching people and places at the research site.
- There are different observational roles:
1) Participant observer - the researcher takes part in the activities being observed.
2) Non-participant observer - the researcher does not participate, only observes.
- The observational role can change - a researcher may start as a participant observer and then shift to non-participant.
- As an observer, the researcher takes detailed field notes on the behaviors, activities, events, and other features observed at the research site.
- Field notes include descriptions, direct quotations, and observer
Keynote at Chilean Week of Computer Science. I present a brief overview of algorithms for Recommender and then I present my work Tag-based Recommendation, Implicit Feedback and Visual Interactive Interfaces.
Investigating the Effects of Personality on Second Language Learning through ...CSCJournals
The aim of this research is to determine Second Language Acquisition and personality variable from affective factors analyzed by Artificial Neural Network in freshman class of both university students. This study presents an intelligent approach to the investigation of positive effects of personality on second language learning. For this purpose, watching TV, reading books, magazines, newspaper, listening to the radio, talking to a native English friend, and talking to people at school are investigated. The tool of our research is a survey (questionnaire) to collect a data in order to quantify students ‘personality traits based on affective factors. The questionnaire consists of two parts. The first part consists of Yes/ No questions while the second part uses a 4 point Likert scale with 5 items that indicates what helped students personally to learn English. The participants were 160 students from two private universities in Bosnia and Herzegovina, International Burch University (90 students) and International University of Sarajevo (70). The subjects’ major was English. The first part of the survey was analyzed using ANN, and the second part using statistical analysis. Both data analysis were processed by transferring answers to an Excel sheet. For each measure, mode, standard deviation, median were calculated to determine students’ personality factors. We used two different types of analysis in order to show that different kinds of analysis can be done.
This presentation summarizes how the presenter would analyze and present findings from 5 chat interviews conducted with a student regarding a university module's support in developing research skills. The presenter would collate the data by checking reliability, removing personal details, and transferring the data to a usable format. They would analyze the data by categorizing comments, carefully coding them, and potentially mapping relationships. Findings would be presented by establishing the research's validity and reliability, directly answering the research question, and extracting quotes to support conclusions. Both strengths like providing depth and weaknesses like potential bias are acknowledged.
A Multi-Criteria Evaluation of Environmental databases using Hasse diagram technique-It is a multi-criteria evaluation method which can be used as a tool to rank objects and is hence also applicable to decision making.
The HDT reveals the best and the worst databases and conflicts among them, due to different information content.
The article one about Tutors’ Views on the Utilization of E-learning System in Architectural Educationc critique and the article 2 about BELL /CESSNA BREAK GROUND
Qualitative Data Analysis I: Text Analysis - a summary based on Chapter 17 of H. Russell Bernard’s Research Methods in Anthropology: Qualitative and Quantitative Approaches for a Report for Anthro 297: Seminar in Research Design and Methods under Dr. Francisco Datar, Department of Anthropology, College of Social Sciences and Philosophy, University of the Philippines Diliman
1) The study analyzed discussion posts from an online cooperative learning environment to identify predictive features of learning outcomes.
2) Word frequencies in discussion posts were found to correlate with test scores, while access frequencies did not. The correlations varied depending on the discussion phase and test question type.
3) Students who provided personal experiences to exemplify course concepts in their posts ("experiential episodes") had higher recall test scores, indicating exemplification supported learning.
Here are the key points about observations as a method of collecting qualitative data:
- Observations involve gathering first-hand information by watching people and places at the research site.
- There are different observational roles:
1) Participant observer - the researcher takes part in the activities being observed.
2) Non-participant observer - the researcher does not participate, only observes.
- The observational role can change - a researcher may start as a participant observer and then shift to non-participant.
- As an observer, the researcher takes detailed field notes on the behaviors, activities, events, and other features observed at the research site.
- Field notes include descriptions, direct quotations, and observer
Keynote at Chilean Week of Computer Science. I present a brief overview of algorithms for Recommender and then I present my work Tag-based Recommendation, Implicit Feedback and Visual Interactive Interfaces.
Investigating the Effects of Personality on Second Language Learning through ...CSCJournals
The aim of this research is to determine Second Language Acquisition and personality variable from affective factors analyzed by Artificial Neural Network in freshman class of both university students. This study presents an intelligent approach to the investigation of positive effects of personality on second language learning. For this purpose, watching TV, reading books, magazines, newspaper, listening to the radio, talking to a native English friend, and talking to people at school are investigated. The tool of our research is a survey (questionnaire) to collect a data in order to quantify students ‘personality traits based on affective factors. The questionnaire consists of two parts. The first part consists of Yes/ No questions while the second part uses a 4 point Likert scale with 5 items that indicates what helped students personally to learn English. The participants were 160 students from two private universities in Bosnia and Herzegovina, International Burch University (90 students) and International University of Sarajevo (70). The subjects’ major was English. The first part of the survey was analyzed using ANN, and the second part using statistical analysis. Both data analysis were processed by transferring answers to an Excel sheet. For each measure, mode, standard deviation, median were calculated to determine students’ personality factors. We used two different types of analysis in order to show that different kinds of analysis can be done.
This presentation summarizes how the presenter would analyze and present findings from 5 chat interviews conducted with a student regarding a university module's support in developing research skills. The presenter would collate the data by checking reliability, removing personal details, and transferring the data to a usable format. They would analyze the data by categorizing comments, carefully coding them, and potentially mapping relationships. Findings would be presented by establishing the research's validity and reliability, directly answering the research question, and extracting quotes to support conclusions. Both strengths like providing depth and weaknesses like potential bias are acknowledged.
A Multi-Criteria Evaluation of Environmental databases using Hasse diagram technique-It is a multi-criteria evaluation method which can be used as a tool to rank objects and is hence also applicable to decision making.
The HDT reveals the best and the worst databases and conflicts among them, due to different information content.
The article one about Tutors’ Views on the Utilization of E-learning System in Architectural Educationc critique and the article 2 about BELL /CESSNA BREAK GROUND
Qualitative Data Analysis I: Text Analysis - a summary based on Chapter 17 of H. Russell Bernard’s Research Methods in Anthropology: Qualitative and Quantitative Approaches for a Report for Anthro 297: Seminar in Research Design and Methods under Dr. Francisco Datar, Department of Anthropology, College of Social Sciences and Philosophy, University of the Philippines Diliman
1) The study analyzed discussion posts from an online cooperative learning environment to identify predictive features of learning outcomes.
2) Word frequencies in discussion posts were found to correlate with test scores, while access frequencies did not. The correlations varied depending on the discussion phase and test question type.
3) Students who provided personal experiences to exemplify course concepts in their posts ("experiential episodes") had higher recall test scores, indicating exemplification supported learning.
What to read next? Challenges and Preliminary Results in Selecting Represen...MOVING Project
1. The document presents an approach for selecting representative documents from a set of search results to provide users with an overview of the content and subtopics. It compares different document representations, clustering algorithms, and selection methods on two datasets.
2. The evaluation measures of coverage and redundancy were found to be insufficient for accurately evaluating representativeness, as the scores increased with the number of selected documents and were sometimes independent of the actual selection method.
3. The research questions explored how document representation, clustering algorithm, and selection method influence coverage and redundancy, finding the choice of clustering had the largest impact. Coverage and redundancy were found to be inflated and not directly reflect representativeness.
Towards Automatic Analysis of Online Discussions among Hong Kong StudentsCITE
HU, Xiao (University of Hong Kong)
http://citers2013.cite.hku.hk/en/paper_619.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
This study investigated the effect of PowerPoint-based quizzes on student performance and experiences in the topic of wave motion. The results showed that students who took a PowerPoint-based quiz performed better and scored higher on average than students who took a traditional oral quiz. A statistical analysis found this difference in scores to be statistically significant. Interviews with students revealed that they found the PowerPoint-based quizzes caught their attention more, allowed them to visualize questions better than oral quizzes, and provided a clearer form of communication compared to traditional oral quizzes. Therefore, the study concluded that PowerPoint-based quizzes had a positive impact on student learning and performance in wave motion.
This summarizes an academic paper that proposes an automatic ontology creation method for classifying research papers. It uses text mining techniques like classification and clustering algorithms. It first builds a research ontology by extracting keywords and patterns from previous papers. It then uses a decision tree algorithm to classify new papers into disciplines defined in the ontology. The classified papers are then clustered based on similarities to group them. The method was tested on a dataset of 100 papers and achieved average precision of 85.7% for term-based and 89.3% for pattern-based keyword extraction.
This document outlines a thesis project that aims to evaluate query rewriting techniques for recursive queries over ELHI ontologies. The objectives are to choose a query rewriting technique, understand which engines can be used for evaluation, configure the system with ontologies, queries and data, and measure parameters to evaluate performance. While query rewriting has been studied for DL-Lite ontologies, there is a lack of practical experimentation for the more expressive ELHI family. The thesis seeks to address this gap and provide an experimental assessment of evaluating recursive query rewriting over ELHI ontologies.
No, analyzing the same qualitative data both qualitatively and quantitatively would not constitute a mixed methods study on its own. A mixed methods approach requires the intentional collection and analysis of both qualitative and quantitative data.
grounded theory analysis methodology presented in detail with examples of analysis outcomes from several research projects. A sample of problems that can be encountered is presented along with solutions to these problems.
The document provides an overview of quantitative and qualitative data analysis methods. It discusses the differences between quantitative and qualitative data/analysis, as well as various statistical and coding techniques used in each method. For quantitative analysis, it covers descriptive statistics, inferential statistics, univariate analysis including measures of central tendency and variation, bivariate analysis including crosstabulation and correlation, and multivariate analysis including elaboration models. For qualitative analysis, it discusses social anthropological versus interpretivist approaches, the relationship between data and ideas, strengths and weaknesses, and typical analysis steps including coding, data reduction, and conclusion drawing.
Research seminar lecture_10_analysing_qualitative_dataDaria Bogdanova
This document provides an overview of qualitative data analysis. It discusses that qualitative data includes non-numeric texts, documents, visual and verbal data. Qualitative data collection methods include interviews, questionnaires, focus groups and observations. The analysis involves coding and categorizing the data to identify patterns and develop theories. The iterative process includes reading, memoing, describing, coding, categorizing and interpreting the data. Software can help organize the data during analysis. The goal is to gain an understanding and meaning from the data.
Statistical and Empirical Approaches to Spoken Dialog Systemsbutest
The document proposes a one-day workshop at AAAI-06 on statistical and empirical approaches for spoken dialog systems. The workshop will focus on machine learning techniques for dialog management and evaluation. It will include paper presentations and invited talks. The organizing committee includes researchers from universities in the US, UK, and Canada who have experience applying machine learning and statistical methods to dialog systems. The workshop aims to bring together researchers exploring how to represent and learn dialog models from data.
This document discusses evaluating the response quality of heterogeneous question answering systems. It begins by noting the lack of standard evaluation metrics for systems that use natural language understanding and reasoning to answer questions, as opposed to just information retrieval. It proposes a "black-box" approach to evaluate response quality by observing system responses, developing a classification scheme to categorize responses, and assigning scores. As a demonstration, it applies this approach to evaluate three example systems (AnswerBus, START, and NaLURI) on a set of questions about cyberlaw.
This chapter provides an overview of the survey process, which includes defining objectives, sampling, instrument design, data collection, and analysis. It discusses the three phases of interacting with respondents: contact, response, and follow-up. Probability and convenience sampling are described. Important considerations in planning a survey are also outlined, such as response rates, cost, timeliness, sources of error, and data quality. The entire survey process is important for achieving acceptable response rates.
Analysis of Multiple Choice Questions (MCQs): Item and Test Statistics from a...iosrjce
IOSR Journal of Dental and Medical Sciences is one of the speciality Journal in Dental Science and Medical Science published by International Organization of Scientific Research (IOSR). The Journal publishes papers of the highest scientific merit and widest possible scope work in all areas related to medical and dental science. The Journal welcome review articles, leading medical and clinical research articles, technical notes, case reports and others.
The document outlines 8 steps for qualitative data analysis: 1) transcribe all data, 2) organize the data, 3) code the first set of field notes, 4) note personal reflections, 5) sort and sift through materials to identify patterns, themes, and relationships, 6) identify patterns and processes and test them in further data collection, 7) elaborate a small set of generalizations covering consistencies, 8) examine generalizations in relation to formal theories and constructs.
The document provides an overview of grounded theory methodology for analyzing qualitative data. It discusses open, axial, and selective coding as the three stages of coding in grounded theory. Open coding involves preliminary labeling of raw data. Axial coding identifies relationships between open codes. Selective coding identifies broader themes by focusing on a core category and relating other categories to it. Coding frames, memos, and constant comparison are also important aspects of grounded theory analysis.
The document discusses key aspects of designing an English research project, including developing research questions and hypotheses, collecting and analyzing data, and ensuring validity and reliability. It covers quantitative and qualitative research methods, variables, validity, reliability, and common research designs. The goal is to provide guidance on how to structure a research report and properly design a study to elicit meaningful results.
This document provides an overview of quantitative research designs, including descriptive and experimental designs. Descriptive designs are used to describe subjects that are usually measured once, and include descriptive surveys, normative surveys, document analysis, comparative studies, correlational studies, and evaluative studies. Experimental designs measure subjects before and after a treatment and include true experiments and quasi-experiments. Correlational research measures the association between two variables. The document discusses different quantitative methodologies and provides an example of how to describe the methodology in a research study. It also includes an activity that asks the reader to classify example research topics as descriptive, experimental, or correlational in design.
Automatic Distractor Generation For Multiple-Choice English Vocabulary QuestionsAmy Cernava
This document describes a study that proposes a novel method for automatically generating distractors for multiple-choice English vocabulary questions. The proposed method introduces new sources for collecting distractor candidates and utilizes semantic similarity and collocation information when ranking the collected candidates. The study evaluates the proposed method by administering questions to English learners and having an expert judge the quality of distractors generated by the proposed method, a baseline method, and those created by humans. The results show that the proposed method produces fewer problematic distractors than the baseline method, and the quality of its generated distractors is comparable to those created by humans.
An Analysis Of The Oxford Placement Test And The Michigan English Placement T...Katie Robinson
1. The document discusses two English placement tests used to measure L2 proficiency: the Michigan English Placement Test (MEPT) and the Oxford Placement Test (OPT).
2. It aims to analyze whether these tests are appropriate for measuring Japanese students' English proficiency by examining the normality of scores, reliability, what constructs are measured, and ability to distinguish proficiency levels.
3. The analysis will calculate descriptive statistics, normality tests, and reliability coefficients for each test and subsection to evaluate their functioning as L2 proficiency tests.
This document summarizes advances in language testing over the past decade in three areas: theoretical understanding of language ability, effects of test method and test taker characteristics, and methodological tools. It discusses how a multifaceted view of language ability and understanding of test complexity can inform test design to make tests more suitable and useful. Specifically, it outlines how a model of language ability and approach to characterizing task authenticity can help conceptualize abilities and design more effective instructional and research tasks.
What to read next? Challenges and Preliminary Results in Selecting Represen...MOVING Project
1. The document presents an approach for selecting representative documents from a set of search results to provide users with an overview of the content and subtopics. It compares different document representations, clustering algorithms, and selection methods on two datasets.
2. The evaluation measures of coverage and redundancy were found to be insufficient for accurately evaluating representativeness, as the scores increased with the number of selected documents and were sometimes independent of the actual selection method.
3. The research questions explored how document representation, clustering algorithm, and selection method influence coverage and redundancy, finding the choice of clustering had the largest impact. Coverage and redundancy were found to be inflated and not directly reflect representativeness.
Towards Automatic Analysis of Online Discussions among Hong Kong StudentsCITE
HU, Xiao (University of Hong Kong)
http://citers2013.cite.hku.hk/en/paper_619.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
This study investigated the effect of PowerPoint-based quizzes on student performance and experiences in the topic of wave motion. The results showed that students who took a PowerPoint-based quiz performed better and scored higher on average than students who took a traditional oral quiz. A statistical analysis found this difference in scores to be statistically significant. Interviews with students revealed that they found the PowerPoint-based quizzes caught their attention more, allowed them to visualize questions better than oral quizzes, and provided a clearer form of communication compared to traditional oral quizzes. Therefore, the study concluded that PowerPoint-based quizzes had a positive impact on student learning and performance in wave motion.
This summarizes an academic paper that proposes an automatic ontology creation method for classifying research papers. It uses text mining techniques like classification and clustering algorithms. It first builds a research ontology by extracting keywords and patterns from previous papers. It then uses a decision tree algorithm to classify new papers into disciplines defined in the ontology. The classified papers are then clustered based on similarities to group them. The method was tested on a dataset of 100 papers and achieved average precision of 85.7% for term-based and 89.3% for pattern-based keyword extraction.
This document outlines a thesis project that aims to evaluate query rewriting techniques for recursive queries over ELHI ontologies. The objectives are to choose a query rewriting technique, understand which engines can be used for evaluation, configure the system with ontologies, queries and data, and measure parameters to evaluate performance. While query rewriting has been studied for DL-Lite ontologies, there is a lack of practical experimentation for the more expressive ELHI family. The thesis seeks to address this gap and provide an experimental assessment of evaluating recursive query rewriting over ELHI ontologies.
No, analyzing the same qualitative data both qualitatively and quantitatively would not constitute a mixed methods study on its own. A mixed methods approach requires the intentional collection and analysis of both qualitative and quantitative data.
grounded theory analysis methodology presented in detail with examples of analysis outcomes from several research projects. A sample of problems that can be encountered is presented along with solutions to these problems.
The document provides an overview of quantitative and qualitative data analysis methods. It discusses the differences between quantitative and qualitative data/analysis, as well as various statistical and coding techniques used in each method. For quantitative analysis, it covers descriptive statistics, inferential statistics, univariate analysis including measures of central tendency and variation, bivariate analysis including crosstabulation and correlation, and multivariate analysis including elaboration models. For qualitative analysis, it discusses social anthropological versus interpretivist approaches, the relationship between data and ideas, strengths and weaknesses, and typical analysis steps including coding, data reduction, and conclusion drawing.
Research seminar lecture_10_analysing_qualitative_dataDaria Bogdanova
This document provides an overview of qualitative data analysis. It discusses that qualitative data includes non-numeric texts, documents, visual and verbal data. Qualitative data collection methods include interviews, questionnaires, focus groups and observations. The analysis involves coding and categorizing the data to identify patterns and develop theories. The iterative process includes reading, memoing, describing, coding, categorizing and interpreting the data. Software can help organize the data during analysis. The goal is to gain an understanding and meaning from the data.
Statistical and Empirical Approaches to Spoken Dialog Systemsbutest
The document proposes a one-day workshop at AAAI-06 on statistical and empirical approaches for spoken dialog systems. The workshop will focus on machine learning techniques for dialog management and evaluation. It will include paper presentations and invited talks. The organizing committee includes researchers from universities in the US, UK, and Canada who have experience applying machine learning and statistical methods to dialog systems. The workshop aims to bring together researchers exploring how to represent and learn dialog models from data.
This document discusses evaluating the response quality of heterogeneous question answering systems. It begins by noting the lack of standard evaluation metrics for systems that use natural language understanding and reasoning to answer questions, as opposed to just information retrieval. It proposes a "black-box" approach to evaluate response quality by observing system responses, developing a classification scheme to categorize responses, and assigning scores. As a demonstration, it applies this approach to evaluate three example systems (AnswerBus, START, and NaLURI) on a set of questions about cyberlaw.
This chapter provides an overview of the survey process, which includes defining objectives, sampling, instrument design, data collection, and analysis. It discusses the three phases of interacting with respondents: contact, response, and follow-up. Probability and convenience sampling are described. Important considerations in planning a survey are also outlined, such as response rates, cost, timeliness, sources of error, and data quality. The entire survey process is important for achieving acceptable response rates.
Analysis of Multiple Choice Questions (MCQs): Item and Test Statistics from a...iosrjce
IOSR Journal of Dental and Medical Sciences is one of the speciality Journal in Dental Science and Medical Science published by International Organization of Scientific Research (IOSR). The Journal publishes papers of the highest scientific merit and widest possible scope work in all areas related to medical and dental science. The Journal welcome review articles, leading medical and clinical research articles, technical notes, case reports and others.
The document outlines 8 steps for qualitative data analysis: 1) transcribe all data, 2) organize the data, 3) code the first set of field notes, 4) note personal reflections, 5) sort and sift through materials to identify patterns, themes, and relationships, 6) identify patterns and processes and test them in further data collection, 7) elaborate a small set of generalizations covering consistencies, 8) examine generalizations in relation to formal theories and constructs.
The document provides an overview of grounded theory methodology for analyzing qualitative data. It discusses open, axial, and selective coding as the three stages of coding in grounded theory. Open coding involves preliminary labeling of raw data. Axial coding identifies relationships between open codes. Selective coding identifies broader themes by focusing on a core category and relating other categories to it. Coding frames, memos, and constant comparison are also important aspects of grounded theory analysis.
The document discusses key aspects of designing an English research project, including developing research questions and hypotheses, collecting and analyzing data, and ensuring validity and reliability. It covers quantitative and qualitative research methods, variables, validity, reliability, and common research designs. The goal is to provide guidance on how to structure a research report and properly design a study to elicit meaningful results.
This document provides an overview of quantitative research designs, including descriptive and experimental designs. Descriptive designs are used to describe subjects that are usually measured once, and include descriptive surveys, normative surveys, document analysis, comparative studies, correlational studies, and evaluative studies. Experimental designs measure subjects before and after a treatment and include true experiments and quasi-experiments. Correlational research measures the association between two variables. The document discusses different quantitative methodologies and provides an example of how to describe the methodology in a research study. It also includes an activity that asks the reader to classify example research topics as descriptive, experimental, or correlational in design.
Automatic Distractor Generation For Multiple-Choice English Vocabulary QuestionsAmy Cernava
This document describes a study that proposes a novel method for automatically generating distractors for multiple-choice English vocabulary questions. The proposed method introduces new sources for collecting distractor candidates and utilizes semantic similarity and collocation information when ranking the collected candidates. The study evaluates the proposed method by administering questions to English learners and having an expert judge the quality of distractors generated by the proposed method, a baseline method, and those created by humans. The results show that the proposed method produces fewer problematic distractors than the baseline method, and the quality of its generated distractors is comparable to those created by humans.
An Analysis Of The Oxford Placement Test And The Michigan English Placement T...Katie Robinson
1. The document discusses two English placement tests used to measure L2 proficiency: the Michigan English Placement Test (MEPT) and the Oxford Placement Test (OPT).
2. It aims to analyze whether these tests are appropriate for measuring Japanese students' English proficiency by examining the normality of scores, reliability, what constructs are measured, and ability to distinguish proficiency levels.
3. The analysis will calculate descriptive statistics, normality tests, and reliability coefficients for each test and subsection to evaluate their functioning as L2 proficiency tests.
This document summarizes advances in language testing over the past decade in three areas: theoretical understanding of language ability, effects of test method and test taker characteristics, and methodological tools. It discusses how a multifaceted view of language ability and understanding of test complexity can inform test design to make tests more suitable and useful. Specifically, it outlines how a model of language ability and approach to characterizing task authenticity can help conceptualize abilities and design more effective instructional and research tasks.
This document provides an overview of different research designs used in second language research methods. It discusses what research design is, noting that it is a set of instructions for data collection and analysis. It then lists and briefly describes several common research designs, including experimental, survey, ethnographic, correlational, case study, and action research designs. The document goes on to discuss specific research designs in more detail, including survey research design, experimental research design, and case study design. It outlines the key components, assumptions, practical steps, and visual representations of these three research designs.
A systematic literature review is a formal methodology to systematically identify and evaluate relevant research on a topic. It involves developing a review protocol and search strategy, screening studies for inclusion, assessing study quality, extracting data, and synthesizing findings. The process is more rigorous than a narrative review and aims to minimize bias by being comprehensive and transparent. Key aspects of the systematic review process include developing review questions, searching literature databases and other sources, selecting studies using inclusion/exclusion criteria, assessing study quality, extracting relevant data, and synthesizing the results.
This study analyzed two English placement tests, the Michigan English Placement Test (MEPT) and the Oxford Placement Test (OPT), administered to 132 Japanese university students. The results showed that:
1) The MEPT scores were not normally distributed, while the OPT scores were.
2) Reliability estimates varied across subsections of the tests, with the MEPT listening section having low reliability.
3) The tests were moderately correlated (r = 0.58) but overlapped only 33.4% in proficiency level placements, suggesting they may measure different aspects of English ability.
Scholars’ Perceptions of Relevance in Bibliography-Based People Recommender S...Ekaterina Olshannikova
Collaboration and social networking are increasingly important for academics, yet identifying relevant collaborators requires remarkable effort. While there are various networking services optimized for seeking similarities between the users, the scholarly motive of producing new knowledge calls for assistance in identifying people with complementary qualities. However, there is little empirical understanding of how academics perceive relevance, complementarity, and diversity of individuals in their profession and how these concepts can be optimally embedded in social matching systems. This paper aims to support the development of diversity-enhancing people recommender systems by exploring senior researchers’ perceptions of recommended other scholars at different levels on a similar–different continuum. To conduct the study, we built a recommender system based on topic modeling of scholars’ publications in the DBLP computer science bibliography. A study of 18 senior researchers comprised a controlled experiment and semi-structured interviewing, focusing on their subjective perceptions regarding relevance, similarity, and familiarity of the given recommendations, as well as participants’ readiness to interact with the recommended people. The study implies that the homophily bias (behavioral tendency to select similar others) is strong despite the recognized need for complementarity. While the experiment indicated consistent and significant differences between the perceived relevance of most similar vs. other levels, the interview results imply that the evaluation of the relevance of people recommendations is complex and multifaceted. Despite the inherent bias in selection, the participants could identify highly interesting collaboration opportunities on all levels of similarity.
Anth 815 Week 5 notes on readings 2017 copy.mp3null1792323.9.docxjustine1simpson78276
Anth 815 Week 5 notes on readings 2017 copy.mp3
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INTRODUCTION
Overview of Quantitative Designs
There are three major types of quantitative research designs: experimental, quasi-experimental, and non-
experimental. Non-experimental research includes descriptive, correlational, and survey research. In this unit,
we will discuss experimental and quasi-experimental research designs, and in Unit 5 we will cover non-
experimental quantitative research designs.
Researchers want to protect their research against any threats to validity and reliability. Research design is one
way they do this (Trochim, 2006). In general, you want to use as many approaches as you can to reduce or
eliminate threats to validity. Other ways include logical arguments, measuring the threat itself to show it does
not invalidate the study, using statistics to gauge the impact of other variables, and so on.
According to Trochim's (2006) Research Methods Knowledge Base Web site, settling on your design begins
with two simple questions:
• Question 1: Is random assignment used? If you answer yes to the first question, your design will be a
randomized or true experimental design. If you answer no to the first question, you must ask the second
question.
• Question 2: Is there a control group or multiple measures? Answering yes to this question means that
your design will be a quasi-experimental design. Answering no means that you have a non-experimental
design.
Experimental Research
Experimental studies compare the effect of one or more independent variables on one or more dependent
variables. The independent variable, or presumed cause, is manipulated by the researcher. In this case, when a
variable is manipulated or controlled by the researcher, this means the research can control whether research
participants are exposed to that variable. The hallmark of experimental designs is the random assignment of
participants to the levels of the independent variable. Causation can be inferred in true experimental research.
Leedy and Ormrod (2013) provide a thorough description of the different types of experimental designs (p. 234
–237). These are the ones numbered Designs 4–7. Certain types of single-subject experiments can also be
classified as experimental designs. As such, causal attributions can be inferred (Meltzoff, 1998).
Research questions that require an experimental approach ask questions about the causal effect of one variable
on another. For example, a researcher might ask, "Does tutoring affect test scores?" Because this question asks
whether tutoring (the independent variable) affects test scores (the dependent variable), it is asking about a
causal relationship. This can only be answered with confi.
This document discusses the scope and delimitation section of a thesis. It explains that the scope and delimitation reveals the methods, coverage, parameters, instruments, participants, and protocols used in the research. It declares the choices made by the researcher during the research process, such as limiting the study to a specific population, research location, duration, research method, data gathering procedures, instruments used, and data analysis techniques. The delimitations serve to set clear boundaries for the research.
Literature Review Handout - Carnegie Mellon University Global Communication C...Jonathan Underwood
The literature review examines previous research on collecting and analyzing password data. Password data sets used in past studies all had limitations, such as being from security breaches which lack user context, or from self-reported data which may not be reliable. The paper aims to overcome these limitations by analyzing a corpus of over 25,000 real passwords collected from users and connected to each user's information, allowing for more comprehensive analysis than prior studies.
The document provides guidance on writing the discussion section of a scientific article. It notes that the discussion is the most difficult section and aims to help readers understand the study by contextualizing results, exhibiting critical thinking, and comparing findings to previous literature. The discussion should include a summary of findings, interpretation of results, comparison to other studies, implications, limitations, and recommendations. Examples are provided for each component to illustrate how to effectively write the discussion section.
This document provides guidance on writing up primary research. It discusses the typical sections of a primary research paper, including the abstract, introduction, method, results, and discussion sections. The introduction establishes the context of the research, reviews previous studies, and states the purpose and potential benefits. The method section describes the materials, procedure, and participants. The results section presents findings from tables, graphs or charts and comments on important results. The discussion section relates findings to the original hypothesis, explains findings, and recommends further research.
This document provides an introduction to qualitative research. It discusses two paradigms of research methodologies - logical positivism and phenomenological inquiry. Qualitative research involves collecting and analyzing non-numerical data to understand concepts, opinions, or experiences. Common qualitative research approaches include grounded theory, ethnography, action research, phenomenological research, and narrative research. Data collection methods may include observations, interviews, focus groups, surveys, and secondary research. Analysis involves preparing, exploring, coding, and identifying themes in the data. Qualitative research has advantages like flexibility, studying natural settings, and generating meaningful insights, but also disadvantages such as unreliability, subjectivity, and limited generalizability.
Research Methods in Education and Education Technology Prof Lili Saghafi Con...Professor Lili Saghafi
There are many different methodologies that can be used to conduct educational research.
The type of methodology selected by a researcher emanates directly from the research question that is being asked.
In addition, some of the differing techniques for conducting educational research reflect different paradigms in scientific thought.
Here a review of the most commonly used methodologies is presented the strengths and weaknesses of various methods are compared and contrasted.
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Module 3 - CaseMethodology and FindingsCase AssignmentThe Ca.docxaudeleypearl
Module 3 - Case
Methodology and Findings
Case Assignment
The Case Assignments in this course are designed to assist you with the completion of the Doctoral Study Proposal. Each module will provide you with instructions and guidance on how to complete a component of the proposal. You are expected to follow the steps below:
· Review all module content, including the information provided on the module homepage
· Incorporate any changes into your Case 3 assignment based on instructor feedback from Case 2
· Use the track changes function in Word, so the instructor can follow the modifications you make to your document based on Case 2 feedback
Using the module content as a guide, draft the following sections:
First, incorporate the feedback received on your Module 2 Case 2 assignment and update the following sections to include those changes in your Case 3 assignment:
Background
Statement of the Problem
Purpose of the Study
Conceptual or Theoretical Framework
Research Design
Significance of the Study
Next, draft the following sections:
Research Methods and Design
Research Site or Population
Population and Sample
Instrumentation
Section 3: Methodology and Findings
Research Methods and Design
Describe your overall research approach. Discuss why qualitative, quantitative, or mixed methods have been selected to address your topic. Discuss the selected research design and justification for the selection of the design for your study.
Provide detail on your research design. Justify why the selected design is appropriate for the study.
Qualitative Research Designs
· Case Study: the school, program, job, etc. is the unit of analysis. May use interviews, observation, document analysis.
· Ethnographic/Qualitative Interview Study: the individual is the unit of analysis, 1:1 or focus group interviews are used
· Ethnography: the culture is the unit of analysis; observation, interviews and artifact collection (documents) are used.
· Narrative Study (or its pre-mutations): the story is the unit of analysis. Several individuals are interviewed in depth.
· Grounded Theory: variables needed to develop the theory are the unit of analysis; many 1:1 interviews are used.
· Phenomenological: the phenomena is the unit of analysis; many 1:1 interviews are used.
Quantitative Research Designs
· Experimental Research: To establish a possible “cause-and-effect” relationship between variables
· Types of experimental designs
· True experimental designs
· Quasi-experimental designs
· Pre-experimental designs
· Factorial designs
· Non-Experimental Research: To describe an existing condition
· Types of descriptive research
· Correlational research: to determine relationships between variables
· Causal-comparative research (aka ex post facto): to determine the “cause” for preexisting differences
· Survey research: to describe the attitudes, opinions, behaviors, or characteristics of the population
· Cross-sectional survey designs
· Longitudinal survey designs
Research Hypotheses.
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Semantic similarity of distractors in multiple- choice tests: extrinsic evaluation
1. Semantic similarity of distractors in multiple-
choice tests: extrinsic evaluation
Ruslan Mitkov, Le An Ha, Andrea Varga, Luz Rello
University of Wolverhampton
Workshop on Geometrical Models of Natural Language Semantics,
Conference of the European Chapter of the Association for
Computational Linguistics 2009 (EACL-09)
2. Outline
• Introduction
• The importance of quality distractors
• Production of test items and selection of distractors
– Collocation patterns
– Four different methods for WordNet-based similarity
– Distributional similarity
– Phonetic similarity
– Mixed strategy
• In-class experiments, evaluation, results and discussion
• Conclusion
2009/12/30 0
3. Introduction (1/3)
• Multiple-choice tests are sets of test items, the latter
consisting of a question stem (e.g., Who was voted the best
international footballer for 2008?), the correct answer (e.g.,
Ronaldo), and distractors (e.g., Messi, Ronaldino, Torres).
• This type of test has proved to be an efficient tool for
measuring students' achievements and is used on a diary basis
both for assessment and diagnostics worldwide.
• The manual construction of such tests remains a time-
consuming and labour-intensive task.
2009/12/30 0
4. Introduction (2/3)
• One of the main challenges in constructing a multiple-choice
test item is the selection of plausible alternatives to the
correct answer which will better distinguish confidents
students from unconfident ones.
• Mitkov and Ha (2003) and Mitkov et al. (2006) offered an
alternative to the lengthy and demanding activity of
developing multiple-choice test items by proposing an NLP-
based methodology for construction of test items from
instructive texts such as textbook chapters and encyclopaedia
entries.
2009/12/30 0
5. Introduction (3/3)
• The system for generation of multiple-choice tests described
in Mitkov (2003) and in Mitkov et al. (2006) was evaluated in
practical environment where the user was offered the option
to post-edit and in general to accept, or reject the test items
generated by the system.
• The formal evaluation showed that even though a significant
part of the generated test items had to be discarded, and that
the majority of the items classed as "usable" had to be revised
and improved by humans, the quality of the items generated
and proposed by the system was not inferior to the tests
authored by humans.
2009/12/30 0
6. The importance of quality distractors (1/6)
• One of the interesting research questions which emerged
during the above research was how better quality distractors
could automatically be chosen.
• In fact user evaluation showed that from the three main tasks
performed in the generation of multiple-choice tests (term
identification, sentence transformation, and distractor
selection), it was distractor selection which needed further
improvement with a view to putting it in practical use.
2009/12/30 0
7. The importance of quality distractors (2/6)
• Distractors play a vital role for the process of multiple-choice
testing in that good quality distractors ensure that the outcome
of the tests provides more creditable and objective picture of
the knowledge of the testees involved.
• On the other hand, poor distractors would not contribute much
to the accuracy of the assessment as obvious or too easy
distractors will pose no challenge to the students and as a
result, will not be able to distinguish high performing from
low performing learners.
2009/12/30 0
8. The importance of quality distractors (3/6)
• The principle according to which the distractors were chosen,
was semantic similarity.
• The semantically closer were the distractors to the correct
answer, the most "plausible" they were deemed to be.
• The rationale behind this consists in the fact that distractors
semantically distant from the correct answer could make
guessing a "straightforward task".
2009/12/30 0
9. The importance of quality distractors (4/6)
• By way an example, if processing the sentence "Syntax is the
branch of linguistics which studies the way words are put
together into sentences.", the multiple-choice generation
system would identify syntax as an important term, would
transform the sentence into the question "Which branch of
linguistics studies the way words are put together into
sentences?", and would choose "Pragmatics", "Morphology",
and "Semantics" as distractors to the correct answer "Syntax",
being closer to it than "Chemistry", "Football", or "Beer" for
instance.
2009/12/30 0
10. The importance of quality distractors (5/6)
• While the semantic similarity premise appears as a logical
way forward to automatically select distractors, there are
different methods or measures which compute semantic
similarity.
• Each of these methods could be evaluated individually but
here we evaluate their suitability for the task of selection of
distractors in multiple-choice tests.
2009/12/30 0
11. The importance of quality distractors (6/6)
• This type of evaluation could be regarded as extrinsic
evaluation of each of the methods, where the benchmark for
their performance would not be an annotated corpus or human
judgment on accuracy, but to what extent a specific NLP
application can benefit from employing a method.
• Another premise that this study seeks to verify is whether
orthographically close distractors, in addition to being
semantically related, could yield even better results.
2009/12/30 0
12. Production of test items and selection of
distractors (1/16)
• We ran the program on an on-line course materials in
linguistics.
– A total of 144 items were initially generated.
– 31 out of these 144 items were kept for further considerations as they
either did not need any or, only minor revision.
– The remaining 113 items require major post-editing revision.
– The 31 items were further revised by a second linguist and finally, we
narrowed down the selection to 20 questions for the experiments.
– These 20 questions gave a rise to a total of eight different
assessments.
– Each assessment had the same 20 questions but they differed in the
sets of distractors as these were chosen using different similarity
measures.
2009/12/30 0
13. Production of test items and selection of
distractors (2/16)
• To generate a list of distractors for single word terms the
function coordinate terms in WordNet is employed.
• For multi-word terms, noun phrases with the same head as the
correct answers appearing in the source text as well as entry
terms from Wikipedia having the same head with the correct
answers, are used to compile the list of distactors.
• This list of distractors is offered to the user from which he or
she could choose his/her preferred distractors.
2009/12/30 0
14. Production of test items and selection of
distractors (3/16)
• In this study we explore which is the best way to narrow down
the distractors to the 4 most suitable ones.
• To this end, the following strategies for computing semantic
(and in one case, phonetic) similarity were employed: (i)
collocation patterns, (ii-v) four different methods of
WordNet-based semantic similarity (Extended gloss overlap
measure, Leacock and Chodorow's, Jiang and Conrath's, and
Lin's measures), (vi) Distributional Similarity, and (vii)
Phonetic similarity.
2009/12/30 0
15. Production of test items and selection of
distractors (4/16)
• The collocation extraction strategy used in this experiment is
based on the method reported in (Mitkov and Ha, 2003).
• Distractors that appear in the source text are given preference.
• If there are not enough distractors, distractors are selected
randomly from the list.
2009/12/30 0
16. Production of test items and selection of
distractors (5/16)
• For the other methods described below, instead of giving
preference to noun phrases appearing in the same text, and
randomly pick the rest from the list, we ranked the distractors
in the list based on the similarity scores between each
distractors and the correct answer and chose the top 4
distractors.
• We compute similarity for words rather than multi-word
terms.
2009/12/30 0
17. Production of test items and selection of
distractors (6/16)
• When the correct answers and distractors are multi-word
terms, we calculate the similarities between their modifier
words.
• By way of example, in the case of "verb clause" and
"adverbial clause", the similarity score between "verb" and
"adverbial" is computed.
2009/12/30 0
18. Production of test items and selection of
distractors (7/16)
• When the correct answer or distractor contains more than one
modifiers we compute the similarity for each modifier pairs
and we choose the maximum score.
• e.g., for "verb cluase" and "multiple subordinate clause",
similarity scores of "verb" and "multiple" and of "verb" and
"subordinate" are calculated, the higher one is considered to
represent the similarity score.
2009/12/30 0
19. Production of test items and selection of
distractors (8/16)
• For computing WordNet-based semantic similarity we
employed the package made available by Ted Pederson
(http://www.d.umn.edu/~tpederse/similarity.html).
• The extended gloss overlap measure calculates the overlap
between not only the definitions of the two concepts measured
but also among those concepts to which they are related.
• The relatedness score is the sum of the squares of the overlap
lengths.
2009/12/30 0
20. Production of test items and selection of
distractors (9/16)
• Leacock and Chodorow's measure uses the normalised path
length between the two cencepts c1 and c2 and is computed as
follows:
where len is the number of edges on the shortest path in the
taxonomy between the two concepts and MAX is the
maximum depth of the taxonomy.
2009/12/30 0
21. Production of test items and selection of
distractors (10/16)
• Jiang and Conrath's measure compares the sum of the
information content of the individual concepts with that of
their lowest common subsumer:
where IC(c) is the information content of the concept c, and
lcs denotes the lowest common subsumer, which represents
the most specific concept that the two concept have in
common.
2009/12/30 0
22. Production of test items and selection of
distractors (11/16)
• The Lin measure scales the information content of lowest
common subsumer with the sum of information content of two
concepts.
2009/12/30 0
23. Production of test items and selection of
distractors (12/16)
• For computing distributional similarity we made use of Viktor
Pekar's implementation based on Information Radius, which
according to a comparative study by Dagan et al. (1997)
performs consistently better than the other similar measures.
• Information Radius (or Jensen-Shannon divergence) is a
variant of Kullback-Leiber divergence measuring similarity
between two words as the amount of information contained in
the difference between the two corresponding co-occurrence
vectors.
2009/12/30 0
24. Production of test items and selection of
distractors (13/16)
• Evert word wj is presented by the set of words wi1…n with
which it co-occurs.
• The semantics of wj are modelled as a vector in an n-
dimensional space where n is the number of words co-
occurring with wj, and the features of the vectors are the
probabilities of the co-occurrences established from their
observed frequencies.
2009/12/30 0
25. Production of test items and selection of
distractors (14/16)
• For measuring phonetic similarity we use Soundex, phonetic
algorithm for indexing words by sound.
– It operates on the principle of term based evaluation where each term
is given a Soundex code.
– Each Soundex code itself consists of a letter and three numbers
between 0 and 6.
– By way of example the Soundex code of verb is V610 (the first
character in the code is always the first letter of the word encoded).
– Vowels are not used and digits are based on the consonants as
illustrate by the following table:
2009/12/30 0
26. Production of test items and selection of
distractors (15/16)
– First the Soundex code for each word is generated.
– Then similarity is computing using the Difference method, returning
an integer result ranging in value from 1 (least similar) to 4 (most
similar).
2009/12/30 0
27. Production of test items and selection of
distractors (16/16)
• After items have been generated by the above seven methods,
we pick three items from each method, except from Soundex,
where only two items have been picked, to compose an
assessment of 20 items.
• This assessment is called "mixed", and used to assess whether
or not an assessment with distractors generated by combining
different methods would produce a different result from an
assessment featuring distractors generated by a single method.
2009/12/30 0
28. In class experiments, evaluation, results and
discussion (1/12)
• The tests (papers) generated with the help of our program with
the distractors chosen according the different methods
described above, were taken by a total of 243 students from
different European universities.
• A prerequisite for the students taking the test was that they
studied language and linguistics and that they had a good
command of English.
• Each test paper consisted of 20 questions and the students had
30 minutes to reply to the questions.
2009/12/30 0
29. In class experiments, evaluation, results and
discussion (2/12)
• In order to evaluate the quality of the multiple-choice test
items generated by the program (and subsequently post-edited
by humans), we employed standard item analysis.
– Item analysis is an important procedure in classical test theory which
provides information as to how well each item has functioned.
– The item analysis for multiple-choice tests usually consists of the
following information: (i) the difficulty of the item, (ii) the
discriminating power, and (iii) the usefulness of each distractor.
– The information can tell us if a specific test item was too easy or too
hard, how well it discriminated between high and low scorers on the
test and whether all of the alternatives functioned as intended.
2009/12/30 0
30. In class experiments, evaluation, results and
discussion (3/12)
• Whilst this study focuses on the quality of the distrators
generated, we believe that the distractors are essential for the
quality of the overall test and hence the difficulty of an item
and its discriminating power are deemed appropriate to assess
the quality of distractors, even though the quality of the test
stem also pays in important part.
• On the other hand usefulness is a completely independent
measure as it looks at distractors only and not only the
combination of stems and distractors.
2009/12/30 0
31. In class experiments, evaluation, results and
discussion (4/12)
• In order to conduct this type of analysis, we used a simplified
procedure, described in (Gronlund, 1982).
– We arranged the test papers in order from the highest score to the
lowest score.
– We selected one third of the papers and called this the upper group.
– We also selected the same number of papers with the lowest scores
and called this the lower group.
– For each item, we counted the number of students in the upper group
who selected each alternative; we made the same count for the lower
group.
2009/12/30 0
32. In class experiments, evaluation, results and
discussion (5/12)
• We established the Item Difficulty (ID) by establishing the
ratio of students from the two groups who answered the item
correctly (ID = C/T, where C is the number who answered the
item correctly and T is the total number of students who
attempted the item).
• For experimental purpose, we consider an item to be "too
difficult" if ID ≤ 0.15 and an item "too easy" if ID ≥ 0.85.
2009/12/30 0
33. In class experiments, evaluation, results and
discussion (6/12)
• We estimate the item's Discriminating Power (DP) by
comparing the number students in the upper and lower groups
who answered the item correctly.
• The formula for computing the Discriminating Power is as
follows: DP = (CU - CL) : T/2, where CU is the number of
students in the upper group who answered the item correctly
and CL is the number of the students in the lower group that
did so.
– It is desirable that the discrimination is positive which means the item
differentiates between students in the same way that the total test
score does.
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34. In class experiments, evaluation, results and
discussion (7/12)
• Zero DP is obtained when an equal number of students in each
group respond to the item correctly.
• On the other hand, negative DP is obtained when more
students in the lower group than the upper group answer
correctly.
• Items with zero or negative DP should be either discarded or
improved.
2009/12/30 0
35. In class experiments, evaluation, results and
discussion (8/12)
• Maximum positive DP is obtained only when all students in
the upper group answer correctly and no one in the lower
group does.
• An item that has a maximum DP (1.0) would have an ID 0.5;
therefore, test authors are advised to construct items at the 0.5
level of difficulty.
• Obviously a negative discriminating test item is not regarded
as a good one.
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36. In class experiments, evaluation, results and
discussion (9/12)
• The usefulness of the distractors is estimated by comparing
the number of students in the upper and lower groups who
selected each incorrect alternative.
– A good distractor should attract more students from the lower group
than the upper group.
• In our evaluation we also used the notions of poor distractors
as well as not-useful distractors.
– Distractors are classed as poor if they attract more students from the
upper group than from the lower group.
– On the other hand, distractors are termed not useful if they are not
selected by any students at all.
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38. In class experiments, evaluation, results and
discussion (11/12)
• Summarizing the results of the item analysis, it is clear that
there is not a method that outperforms the rest in terms of
producing best quality items or distractors.
• At the same time it is also clear that in general the mixed
strategy and Lin's measure consistently perform better than
the rest of methods/measures.
• Phonetic similarity did not deliver as expected.
2009/12/30 0
39. In class experiments, evaluation, results and
discussion (12/12)
• Although the results indicate that Lin items have the best
average item difficulty, none of the difference (between item
difficulty of Lin and other methods, or between any pair of
methods) is statistically significant.
• From the DP point of view, only the difference mixed strategy
(0.39) and distributional items (0.29) is statistically
significannt (p < 0.05).
• For the distractor usefulness measure, none of the difference is
statistically significant.
2009/12/30 0
40. Conclusion
• In this study we conducted extrinsic evaluation of several
similarity methods by seeking to establish which one would
be most suitable for the task of selection of distractors in
multiple-choice tests.
• The evaluation results based on item analysis suggests that
whereas there is not a method that clearly outperforms in
terms of delivering better quality distractors, mixed strategy
and Lin's measure consistently perform better than the rest of
methods/measures.
– However, these two methods do not offer any statistically significant
improvement over their closest competitors.
2009/12/30 0
41. Appendix: papers related to automatic question
generation from English text (1/9)
• Ruslan Mitkov and Le An Ha, "Computer-Aided Generation
of Multiple-Choice Tests," Workshop on Building
Educational Applications Using Natural Language Processing,
HLT-NAACL 2003.
• Ruslan Mitkov, Le An Ha, and Nikiforos Karamanis, "A
computer-aided environment for generating multiple-choice
test items," Natural Language Engineering 2006.
• Ruslan Mitkov, Le An Ha, Andrea Varga, and Luz Rello,
"Semantic similarity of distractors in multiple-choice tests,"
Workshop on Geometrical Models of Natural Language
Semantics, ECAL 2009.
2009/12/30 0
42. Appendix: papers related to automatic question
generation from English text (2/9)
• Hidenobu Kunichika, Tomoki Katayama, Tsukasa Hirashima,
and Akira Takeuchi, "Automated Question Generation
Methods for Intelligent English Learning Systems and its
Evaluation," ICCE 2001.
• Hidenobu Kunichika, Minoru Urushima, Tsukasa Hirashima,
and Akira Takeuchi, "A Computational Method of
Complexity of Questions on Contents of English Sentences
and its Evaluation," ICCE 2002.
2009/12/30 0
43. Appendix: papers related to automatic question
generation from English text (3/9)
• Jonathan C. Brown, Gwen Frishkoff, and Maxine Eskenazi
"Automatic Question Generation for Vocabulary
Assessment," HLT/EMNLP 2005.
• Michael Heilman and Maxine Eskenazi, "Application of
Automatic Thesaurus Extraction for Computer Generation of
Vocabulary Questions," Workshop on Speech and Language
Technology in Education 2007.
• Juan Pino, Michael Heilman, and Maxine Eskenazi, "A
Selection Strategy to Improve Cloze Question Quality,"
Workshop on Intelligent Tutoring Systems for Ill-Defined
Domains, ITS 2008.
2009/12/30 0
44. Appendix: papers related to automatic question
generation from English text (4/9)
• Ayako Hoshino and Hiroshi Nakagawa, "A real-time multiple-
choice question generation for language testing: a preliminary
study," Workshop on Building Educational Applications
Using Natural Language Processing, ACL 2005.
• Ayako Hoshino and Hiroshi Nakagawa, " Sakumon: An
assisting system for English cloze test ", Society for
Information Technology & Teacher Education International
Conference 2007.
• Ayako Hoshino and Hiroshi Nakagawa, "A Cloze Test
Authoring System and its Automation," ICWL 2007.
2009/12/30 0
45. Appendix: papers related to automatic question
generation from English text (5/9)
• Chao-Lin Liu, Chun-Hung Wang, Zhao-Ming Gao, and
Shang-Ming, "Huang Applications of Lexical Information for
Algorithmically Composing Multiple-Choice Cloze Items,"
Workshop on Building Educational Applications Using
Natural Language Processing, ACL 2005.
• Shang-Ming Huang, Chao-Lin Liu, and Zhao-Ming Gao,
"Computer-Assisted Item Generation for Listening Cloze
Tests in English," ICALT 2005.
• Shang-Ming Huang, Chao-Lin Liu, and Zhao-Ming Gao,
"Computer-Assisted Item Generation for Listening Cloze
Tests and Dictation Practice in English," ICWL 2005.
2009/12/30 0
46. Appendix: papers related to automatic question
generation from English text (6/9)
• Li-Chun Sung, Yi-Chien Lin, and Meng Chang Chen, "The
Design of Automatic Quiz Generation for Ubiquitous English
E-Learning System," TELearn 2007.
• Li-Chun Sung, Yi-Chien Lin, and Meng Chang Chen, "An
Automatic Quiz Generation System for English Text," ICALT
2007.
• Yi-Chien Lin, Li-Chun Sung, and Meng Chang Chen, "An
Automatic Multiple-Choice Question Generation Scheme for
English Adjective Understanding," Workshop on Modeling,
Management and Generation of Problems/Questions in
eLearning, ICCE 2007.
2009/12/30 0
47. Appendix: papers related to automatic question
generation from English text (7/9)
• Yi-Ting Lin, Meng Chang Chen, and Yeali S. Sun,
"Automatic Text-Coherence Question Generation Based on
Coreference Resolution," International Workshop of
Modeling, Management and Generation of
Problems/Questions in Technology-Enhanced Learning, ICCE
2009.
2009/12/30 0
48. Appendix: papers related to automatic question
generation from English text (8/9)
• Eiichiro Sumita, Fumiaki Sugaya, and Seiichi Yamamoto,
"Measuring Non-native Speakers' Proficiency of English
Using a Test with Automatically-Generated Fill-in-the-Blank
Questions," Workshop on Building Educational Applications
Using Natural Language Processing, ACL 2005.
• Chia-Yin Chen, Hsien-Chin Liou, and Jason S. Chang, "FAST:
An Automatic Generation System for Grammar Tests,"
Coling-ACL 2006.
• John Lee and Stephanie Seneff, "Automatic Generation of
Cloze Items for Prepositions," Interspeech 2007.
2009/12/30 0
49. Appendix: papers related to automatic question
generation from English text (9/9)
• Ming-Hsiung Ying and Heng-Li Yang, "Computer-Aided
Generation of Item Banks Based on Ontology and Bloom’s
Taxonomy", ICWL 2008.
• Takuya Goto, Tomoko Kojiri, Toyohide Watanabe, Tomoharu
Iwata, and Takeshi Yamada, "An Automatic Generation of
Multiple-choice Cloze Questions Based on Statistical
Learning," ICCE 2009.
2009/12/30 0