The concept map-based assessment system: functional capabilities, evolution, and experimental results

Abstract

The paper is devoted to the concept map-based intelligent assessment system that promotes students' knowledge self-assessment and supports teachers in improvement of study courses through systematic assessment and analysis of students' knowledge on the basis of concept maps. During the last five years, both the system's functionality and knowledge assessment approach were improved persistently, and at the moment, certain level of maturity is reached in both directions. The paper focuses on general principles of functioning of the last prototype, tasks provided, teachers' and students' support, scoring and adaptation mechanisms. At the end of the paper, retrospection of the system's evolution and evaluation results is provided.

On Necessity of Semantic Analysis when Evaluating Concept Maps

“…At the same time, this is one of the most problematic criteria when considering its automation. Current AKAS like IKAS [7], SMD technology [4] are only able to count linking phrases as correct if they exactly match a reference model. IKAS also supports manual augmentation of a reference model by adding synonyms to of linking phrases so one link could have more than one correct label.…”

“…There is still no widely accepted method for scoring concept maps despite numerous attempts to create one (see, for example, [4], [7] or [8]). …”