A majority-density approach to developing testing and diagnostic systems with the cooperation of multiple experts based on an enhanced concept-effect relationship model

  • Authors:

  • Dechawut Wanichsan;Patcharin Panjaburee;Parames Laosinchai;Wannapong Triampo;Sasithorn Chookaew

  • Affiliations:

  • Institute for Innovative Learning, Mahidol University, 999, Phuttamonthon 4 Road, Salaya, Nakorn Pathom 73170, Thailand;Institute for Innovative Learning, Mahidol University, 999, Phuttamonthon 4 Road, Salaya, Nakorn Pathom 73170, Thailand;Institute for Innovative Learning, Mahidol University, 999, Phuttamonthon 4 Road, Salaya, Nakorn Pathom 73170, Thailand;Institute for Innovative Learning, Mahidol University, 999, Phuttamonthon 4 Road, Salaya, Nakorn Pathom 73170, Thailand and Department of Physics, Faculty of Science, Mahidol University, Rama VI, ...;Institute for Innovative Learning, Mahidol University, 999, Phuttamonthon 4 Road, Salaya, Nakorn Pathom 73170, Thailand

  • Venue:
  • Expert Systems with Applications: An International Journal
  • Year:
  • 2012

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Abstract

In the recent years, diagnosing students' learning problems after testing and providing learning suggestions for them are an important research issue. Many studies have been conducted to develop a method for analyzing learning barriers of students such that helpful learning suggestions or guidance can be provided based on the analysis results. In this paper, we present a new procedure for integrating test item-concept relationship opinions based on majority density of multiple experts in order to enhance a concept-effect relationship model used for generating personalized feedback. It provides a useful and practical way to decrease inconsistencies in the weighting criteria of multiple experts and to enhance the entire learning-diagnosis procedure for developing testing and diagnostic systems.