A Generating Technique and Knowledge Representation of Multiple-Answer Problems for Learning with Solving Knowledge
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| Titel: | A Generating Technique and Knowledge Representation of Multiple-Answer Problems for Learning with Solving Knowledge |
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| Sprache: | English |
| Autoren: | Matsuda, Noriyuki, Ogawa, Hisashi, Hirashima, Tsukasa, Taki, Hirokazu |
| Quelle: | Research and Practice in Technology Enhanced Learning. 2015 10. |
| Verfügbarkeit: | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | N |
| Page Count: | 21 |
| Publikationsdatum: | 2015 |
| Publikationsart: | Journal Articles Reports - Evaluative |
| Descriptors: | Multiple Choice Tests, Problem Solving, Error Patterns, Student Evaluation, Test Construction |
| DOI: | 10.1007/s41039-015-0005-1 |
| ISSN: | 1793-7078 |
| Abstract: | Background: Erroneous answers in multiple-answer problems not only make the correct answer harder to determine but also indicate why the correct choice is suitable and the erroneous one a mistake when compared to the correct answer. However, it is insufficient to simply create erroneous answers for this purpose: explanations of these answers are also required. Preexisting studies examining functions for generating erroneous answers and their explanations based on this approach are abundant. Nevertheless, a major bottleneck has formed in this research body concerning the related specialized knowledge descriptions that are required for the generation function. Methods: This paper focuses on the notion that it is easy for teachers skilled in problem solving to express specific problems in written form and amend incomplete knowledge. Furthermore, it examines a method of constructing knowledge while generating and updating knowledge from specific problems. Result and Conclusion: The suitability of the proposed method was verified by examining actual knowledge constructed by the research subjects. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Dokumentencode: | EJ1243251 |
| Datenbank: | ERIC |
Nájsť tento článok vo Web of Science | Abstract: | Background: Erroneous answers in multiple-answer problems not only make the correct answer harder to determine but also indicate why the correct choice is suitable and the erroneous one a mistake when compared to the correct answer. However, it is insufficient to simply create erroneous answers for this purpose: explanations of these answers are also required. Preexisting studies examining functions for generating erroneous answers and their explanations based on this approach are abundant. Nevertheless, a major bottleneck has formed in this research body concerning the related specialized knowledge descriptions that are required for the generation function. Methods: This paper focuses on the notion that it is easy for teachers skilled in problem solving to express specific problems in written form and amend incomplete knowledge. Furthermore, it examines a method of constructing knowledge while generating and updating knowledge from specific problems. Result and Conclusion: The suitability of the proposed method was verified by examining actual knowledge constructed by the research subjects. |
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| ISSN: | 1793-7078 |
| DOI: | 10.1007/s41039-015-0005-1 |