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The eras and trends of automatic short answer grading
Burrows, Steven; Gurevych, Iryna; Stein, Benno
Journal Article
| In: International Journal of Artificial Intelligence in Education | 2015
34978 Endnote
Author(s):
Burrows, Steven; Gurevych, Iryna; Stein, Benno
Title:
The eras and trends of automatic short answer grading
In:
International Journal of Artificial Intelligence in Education, 25 (2015) 1, S. 60-117
DOI:
10.1007/s40593-014-0026-8
URL:
http://link.springer.com/article/10.1007/s40593-014-0026-8
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Automatisierung; Computerlinguistik; Computerunterstütztes Verfahren; Frage; Leistungsbeurteilung; Methode; Notengebung; Technologiebasiertes Testen; Testaufgabe
Abstract:
Automatic short answer grading (ASAG) is the task of assessing short natural language responses to objective questions using computational methods. The active research in this field has increased enormously of late with over 80 papers fitting a definition of ASAG. However, the past efforts have generally been ad-hoc and non-comparable until recently, hence the need for a unified view of the whole field. The goal of this paper is to address this aim with a comprehensive review of ASAG research and systems according to history and components. Our historical analysis identifies 35 ASAG systems within 5 temporal themes that mark advancement in methodology or evaluation. In contrast, our component analysis reviews 6 common dimensions from preprocessing to effectiveness. A key conclusion is that an era of evaluation is the newest trend in ASAG research, which is paving the way for the consolidation of the field. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
Classroom composition, classroom management, and the relationship between student attributes and […]
Hochweber, Jan; Hosenfeld, Ingmar; Klieme, Eckhard
Journal Article
| In: Journal of Educational Psychology | 2014
33913 Endnote
Author(s):
Hochweber, Jan; Hosenfeld, Ingmar; Klieme, Eckhard
Title:
Classroom composition, classroom management, and the relationship between student attributes and grades
In:
Journal of Educational Psychology, 106 (2014) 1, S. 289-300
DOI:
10.1037/a0033829
URL:
https://doi.apa.org/record/2013-28763-001
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Bildungsnieveau; Deutschland; Eltern; Empirische Untersuchung; Gymnasium; Hauptschule; Klassenführung; Lehrerurteil; Leistungsbeurteilung; Mathematikunterricht; Mehrebenenanalyse; Motivation; Notengebung; Realschule; Schüler; Schülerleistung; Schuljahr 08; Schulklasse; Schulnoten; Selbsteinschätzung; Sozioökonomische Lage; Test; Zusammensetzung
Abstract:
The present study examined the extent to which the relationships between student self-reported math grades and different types of student variables (standardized math test scores; interest and effort in math; parental education) are predicted by classroom composition and teachers' classroom management. Based on a representative sample of 31,038 eighth-grade students from 1,470 classrooms, multilevel regression analyses revealed that grades were less strongly related to students' test scores and more strongly related to students' effort in classrooms with an unfavorable academic composition (i.e., low average test performance). Classroom management was found to moderate the association between academic classroom composition and the parental education-grade relationship, indicating a noticeable grade advantage of students with high parental education in classrooms with both unfavorable academic composition and ineffective classroom management. Our findings highlight the relevance of classroom composition and classroom management to research on teachers' grading and point towards possible ways to improve current grading practices.
DIPF-Departments:
Bildungsqualität und Evaluation
Ein Ungenügend für Ziffernoten?
Füssel, Hans-Peter
Journal Article
| In: B&E Magazin | 2014
35126 Endnote
Author(s):
Füssel, Hans-Peter
Title:
Ein Ungenügend für Ziffernoten?
In:
B&E Magazin, (2014) 1, S. 13-14
URL:
http://www.vbe.de/angebote/be-online/ausgabe-12014-betr-zeugnisse.html
Publication Type:
3b. Beiträge in weiteren Zeitschriften; Journale - Verbandsmitteilungen - Bulletins - Interviews
Language:
Deutsch
Keywords:
Deutschland; Notengebung; Schulnoten; Schulrecht; Verbale Beurteilung; Zeugnis
Abstract:
Im Interview beantwortet Prof. Hans-Peter Füssel aus schulrechtlicher Perspektive Fragen zur Funktion von Schulnoten, zur länderübergreifenden Anerkennng von Schulzeugnissen, zum Verhältnis von Ziffernnoten zu Verbalbeurteilung, zu den Spielräumen bei der Zeugnisgestaltung für Grundschulen und zur allgemeinen Kritik an Schulnoten und Notenzeugnissen.
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
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