Abstract
In this paper, we propose an ontology-based framework for formulating multiple-choice questions that can assess students’ knowledge in the analytical level. The questions formulated from this framework are aimed at encouraging students to think about applying relative concepts to produce different paradigms for solving the same problem. In the experiment, we demonstrate an implementation method of the framework in which an initial solution of a problem is introduced in the question phrase, and alternate solutions developed from different paradigms are presented as a correct answer choice and distractors. The experimental results show effectiveness of the questions constructed based on this framework in terms of distractors that can reveal students’ misconceptions. Also, difficulty and discrimination indices (P-scores and D-scores) of the questions show that in a range of difficulty, questions generated based on this framework can reveal strength and weaknesses of students in the group of high and low performance.
Recommended Citation
Sirithumgul, Pornpat; Prasertsilp, Pimpaka; Suksa-ngiam, Watanyoo; and Olfman, Lorne, "An Ontology-Based Framework as a Foundation of an Information System for Generating Multiple-Choice Questions" (2019). AMCIS 2019 Proceedings. 3.
https://aisel.aisnet.org/amcis2019/is_education/is_education/3
An Ontology-Based Framework as a Foundation of an Information System for Generating Multiple-Choice Questions
In this paper, we propose an ontology-based framework for formulating multiple-choice questions that can assess students’ knowledge in the analytical level. The questions formulated from this framework are aimed at encouraging students to think about applying relative concepts to produce different paradigms for solving the same problem. In the experiment, we demonstrate an implementation method of the framework in which an initial solution of a problem is introduced in the question phrase, and alternate solutions developed from different paradigms are presented as a correct answer choice and distractors. The experimental results show effectiveness of the questions constructed based on this framework in terms of distractors that can reveal students’ misconceptions. Also, difficulty and discrimination indices (P-scores and D-scores) of the questions show that in a range of difficulty, questions generated based on this framework can reveal strength and weaknesses of students in the group of high and low performance.