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Group optimization to maximize peer assessment accuracy using item response theory and integer programming
https://uec.repo.nii.ac.jp/records/9353
https://uec.repo.nii.ac.jp/records/935360aa4664-9ec1-46fa-9e60-c7a8e2253e6f
名前 / ファイル | ライセンス | アクション |
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Group optimization to maximize peer assessment accuracy using item response theory and integer programming (921.5 kB)
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Item type | 学術雑誌論文 / Journal Article(1) | |||||
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公開日 | 2019-09-24 | |||||
タイトル | ||||||
言語 | en | |||||
タイトル | Group optimization to maximize peer assessment accuracy using item response theory and integer programming | |||||
言語 | ||||||
言語 | eng | |||||
キーワード | ||||||
言語 | en | |||||
主題 | Peer assessment | |||||
キーワード | ||||||
言語 | en | |||||
主題 | item response theory | |||||
キーワード | ||||||
言語 | en | |||||
主題 | group formation | |||||
キーワード | ||||||
言語 | en | |||||
主題 | e-learning | |||||
キーワード | ||||||
言語 | en | |||||
主題 | MOOCs | |||||
キーワード | ||||||
言語 | en | |||||
主題 | collaborative learning | |||||
資源タイプ | ||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
資源タイプ | journal article | |||||
著者 |
Uto, Masaki
× Uto, Masaki× Nguyen, Duc-Thien× Ueno, Maomi |
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抄録 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | With the wide spread of large-scale e-learning environments such as MOOCs, peer assessment has been popularly used to measure learner ability. When the number of learners increases, peer assessment is often conducted by dividing learners into multiple groups to reduce the learner's assessment workload. However, in such cases, the peer assessment accuracy depends on the method of forming groups. To resolve that difficulty, this study proposes a group formation method to maximize peer assessment accuracy using item response theory and integer programming. Experimental results, however, have demonstrated that the proposed method does not present sufficiently higher accuracy than a random group formation method does. Therefore, this study further proposes an external rater assignment method that assigns a few outside-group raters to each learner after groups are formed using the proposed group formation method. Through results of simulation and actual data experiments, this study demonstrates that the proposed external rater assignment can substantially improve peer assessment accuracy. | |||||
書誌情報 |
en : IEEE Transactions on Learning Technologies 巻 13, 号 1, p. 91-106, 発行日 2020-01 |
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出版者 | ||||||
出版者 | IEEE | |||||
ISSN | ||||||
収録物識別子タイプ | ISSN | |||||
収録物識別子 | 1939-1382 | |||||
DOI | ||||||
関連タイプ | isVersionOf | |||||
識別子タイプ | DOI | |||||
関連識別子 | 10.1109/TLT.2019.2896966 | |||||
権利 | ||||||
権利情報 | © 2019 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works. This is not the published version. Please cite only the published version. | |||||
関連サイト | ||||||
識別子タイプ | DOI | |||||
関連識別子 | https://doi.org/10.1109/TLT.2019.2896966 | |||||
著者版フラグ | ||||||
出版タイプ | AM | |||||
出版タイプResource | http://purl.org/coar/version/c_ab4af688f83e57aa |