Informatics Approach to Student Assessment

Abstract

The advent of discipline‐specific hierarchical databases (ontologies) provides an opportunity to evaluate exams and students in a new way. Using an informatics approach and gross anatomy as a beta‐test course, we are creating assessment software that provides feedback classifying specific strengths and weaknesses by topic, organ system, region of the body, etc. This assessment tool uses an anatomy ontology created for the genomics community for annotating genomic data. The ontology contains the hierarchical relationships between structures necessary to construct genomic network inter‐relationships. By mapping anatomical terms from exams back to the ontology, a knowledge matrix is created representing the frequency of shared nodes in the ontology. The knowledge matrix can be used to analyze the exam to provide feedback to faculty about the exam content so that content can be matched to course objectives. A knowledge matrix is also created for each student's performance on an exam by mapping the frequency of shared nodes for just the questions the student answered correctly. By comparing the knowledge matrix for the exam to the student's performance matrix, the student's strengths and weaknesses can be determined. Using this strategy, students can be given the feedback necessary to align their weaknesses into subdivisions of anatomical knowledge in order to improve performance on future exams. Funded by UMDNJ

’n Pro-aktiewe strategie om plagiaat met behulp van ChatGPT-3.5 te bekamp – ’n verkennende ondersoek

“…(2017) kan studente onbewustelik plagiaat pleeg wanneer hulle in spanne saamwerk, reëls verkeerd interpreteer en nie weet wat plagiaat behels nie. Tekste gekopieer vanaf die internet dra ook tot plagiaat by aangesien outeurskap vervaag (Moorman en Horton 2007). Die omvang van onbewustelike plagiaat is kommerwekkend.…”