Method for handling single- and multiple-choice calculated type questions.
Abstract
In this paper, a formula-based method is proposed to evaluate questions of the calculated simple and calculated multiple-choice types. The method performs the conversion of formulas from infix to postfix notation, for later evaluation and resolution. Questions include unknowns that take random values based on ranges or specific sets of values. This contributes to the assignment of questions with independent values in the evaluation of each student, consequently, the answers will be different. The method is validated by evaluating a questionnaire (exam) that is part of a system, which aims to manage the knowledge of students in the disciplinary area of mathematics at the university level.
References
Adwan, J. (2016). Dynamic online peer evaluations to improve group assignments in nursing e-learning environment. Nurse Educ Today, 41, 67-72.
Alavi Milani, M., Hosseinpour, S., & Pehlivan, H. (2018). Rule-Based Production of Mathematical Expressions. Mathematics, 6(11).
Gee, N. (2015). A study of student completion strategies in a Likert-type course evaluation survey. Journal of Further and Higher Education, 41(3), 340-350.
Herppich, S., & Wittwer, J. (2018). Preservice teachers' beliefs about students' mathematical knowledge structure as a foundation for formative assessments. Teaching and Teacher Education, 76, 242-254.
Hordern, J. (2019). Knowledge, Evidence, and the Configuration of Educational Practice. Education Sciences, 9(2).
Kasdi, A., Suprijono, A., & Zuhriyah, A. (2019). New Multiple Choice Questions in Critical Thinking Assessment: As A Way to Distinguish Between Logical Answers and Guess Answers. International Journal of Scientific and Research Publications (IJSRP), 9(10).
Kayışoğlu, N. B., & Temel, C. (2017). An Examination of Attitudes towards Cheating in Exams by Physical Education and Sports High School Students. Universal Journal of Educational Research, 5(8), 1396-1402.
Narloch, R., Garbin, C. P., & Turnage, K. D. (2016). Benefits of Prelecture Quizzes. Teaching of Psychology, 33(2), 109-112.
Nicholls, G. a. S., William and Lewis, Neal. (2016). Best Practices for Using Algorithmic Calculated Questions via a Course Learning Management System.
Phillips, D. C. (2018). The many functions of evaluation in education. education policy analysis archives, 26.
Qayyum, M. A., & Smith, D. (2019). Improving the Task Understanding for Knowledge Creation in Assessments. Journal of Information & Knowledge Management, 18(04).
Ramamurthy, M., & Krishnamurthi, I. (2016). An Automated Assessment System for Evaluation of Students\' Answers Using Novel Similarity Measures. Research Journal of Applied Sciences, Engineering and Technology `, 12(3), 258-263.
Rowley, J. (1999). What is knowledge management? Library Management, 20(8), 416-420.
Saiz Manzanares, M. C., Garcia-Osorio, C. I., & Diez-Pastor, J. F. (2019). Differential efficacy of the resources used in B-learning environments. Psicothema, 31(2), 170-178.
Slavin, R. E. (2017). Evidence-Based Reform in Education. Journal of Education for Students Placed at Risk (JESPAR), 22(3), 178-184.
Srikant, Y. N., & Shankar, P. (1987). A new parallel algorithm for parsing arithmetic infix expressions. Parallel Computing, 4(3), 291-304.
STUPANS, I. (2006). Multiple choice questions: Can they examine application of knowledge? School of Pharmacy and Medical Sciences,.
Ullah, A., Xiao, H., & Barker, T. (2018). A Dynamic Profile Questions Approach to Mitigate Impersonation in Online Examinations. Journal of Grid Computing, 17(2), 209-223.
Villa-Garzón, F. A., Jiménez, J. A., & Franco-Arbeláez, R. (2011). Generación de Preguntas Aleatorias de Opción Múltiple con Única Respuesta para Moodle. Lámpsakos(6).
Wood, D. (1969). A proof of Hamblin's algorithm for translation of arithmetic expressions from infix to postfix form. Bit, 9(1), 59-68.
