Add to ORKGThe increased number of diagram based questions in higher education has recently attracted researchers to look into marking diagrams automatically. Student diagrammatic solutions are naturally very dissimilar to each others. However, it has been observed that there are a number of identical diagram components. This observation forms the basis of our semi–automatic assessment. Identifying identical diagram components in student diagrams needs contextual information about each component. This paper proposes a diagram tool which obtains the contextual information of each component in a conceptual database diagram
In this short paper we explore a problematic aspect of automated assessment of diagrams. Diagrams h...
This paper presents an approach to conducting formative assessment of student coursework within diag...
In previous work we showed how student-produced entity-relationship diagrams (ERDs) could be automat...
The increased number of diagram based questions in higher education has recently attracted researche...
The increased presence of diagram-type student work in higher education has recently attracted resea...
Diagrams are ubiquitous; they are used to communicate ideas and are often used to model aspects of t...
The increased presence of diagram-type student work in higher education has recently attracted resea...
In this paper, we describe an approach to the grading (marking) of graph-based diagrams. The work is...
To date there has been very little work on the machine understanding of imprecise diagrams, such as ...
Diagrams are increasingly used in many design methods, and are being taught in a variety of contexts...
Diagrams are an important part of many assessments. When diagrams consisting of boxes joined by conn...
In this paper we present an approach to the computer understanding of diagrams and show how it can b...
The ability to draw diagrams in free-form is rarely found in e-assessment systems. This paper examin...
This paper describes part of a larger study into the computer understanding of diagrams. The diagram...
The need to interpret imprecise diagrams (those with malformed, missing or extraneous features) occu...
In this short paper we explore a problematic aspect of automated assessment of diagrams. Diagrams h...
This paper presents an approach to conducting formative assessment of student coursework within diag...
In previous work we showed how student-produced entity-relationship diagrams (ERDs) could be automat...
The increased number of diagram based questions in higher education has recently attracted researche...
The increased presence of diagram-type student work in higher education has recently attracted resea...
Diagrams are ubiquitous; they are used to communicate ideas and are often used to model aspects of t...
The increased presence of diagram-type student work in higher education has recently attracted resea...
In this paper, we describe an approach to the grading (marking) of graph-based diagrams. The work is...
To date there has been very little work on the machine understanding of imprecise diagrams, such as ...
Diagrams are increasingly used in many design methods, and are being taught in a variety of contexts...
Diagrams are an important part of many assessments. When diagrams consisting of boxes joined by conn...
In this paper we present an approach to the computer understanding of diagrams and show how it can b...
The ability to draw diagrams in free-form is rarely found in e-assessment systems. This paper examin...
This paper describes part of a larger study into the computer understanding of diagrams. The diagram...
The need to interpret imprecise diagrams (those with malformed, missing or extraneous features) occu...
In this short paper we explore a problematic aspect of automated assessment of diagrams. Diagrams h...
This paper presents an approach to conducting formative assessment of student coursework within diag...
In previous work we showed how student-produced entity-relationship diagrams (ERDs) could be automat...