Categorise

1. Natural Language Source Documents Grammar: Large set of undefined rules Lexicon: Large set of multi-sense words Change Management: Potential for uncontrolled Extension of all components STEP 1: Apply Criterion Referenced Instruction Rules Grammar: All text must consist of well formed Specific Learning Objectives Lexicon: Large set of multi-sense words Change Management: Intuitive enforcement by reader supported by training. STEP 2: Apply Controlled Languages Grammar : All text must consist of well formed Specific Learning Objectives Lexicon: 950 words from Basic Lexicon plus Domain-specific Terms Change Management: Intuitive enforcement by reader supported by training. Email: r.m.foster@ wlv.ac.uk Web: http://www.bobfoster.co.uk RESEARCH INSTITUTE IN INFORMATION AND LANGUAGE PROCESSING (RIILP) Define CONTROLLED SPECIFIC LEARNING OBJECTIVES Research Question:Multiple Choice Question (MCQ) Generation system enhancement through disambiguation of source documents. REMEMBERING Recall Identify Source Documents (Corpus Design) In order to improve the output from our MCQ Test Item generator [1] I will apply the C.S.L.O. standard to source documents. To design the C.S.L.O. standard I have combined the benefits of the general construction framework for a ‘Specific Learning Objective’ (S.L.O.) defined in the Theory of Criterion Reference Instruction [2] with the relevant features from existing C.L.s including AECMA Simplified English [3]. Recognise Compare UNDERSTANDING Distinguish Specific Learning Objectives The components of a Specific Learning Objective as defined in the Criterion Referenced Instruction theory of R. Mager [2] are applied to each paragraph of the source documents. Modify Apply DOING Use Controlled Language The principles from several Controlled Language (C.L.) standards have combined to form the C.S.L.O. definition. The current C.L. Wikipedia article distinguishes between two purposes of C.L.s: Knowledge representation and Human readability. C.S.L.O.s have been defined to address both requirements and so C.L.s from both sides of this divide have contributed rules that are included in the C.S.L.O. standard. These include AECMA Simplified English [3] Justify Analyse ANALYSING How will C.S.L.O.s be used? C.S.L.O.s will first be used to define the output of an algorithm for pre-processing source documents before they are operated upon by a Multiple Choice Question (M.C.Q.) Item generator [1] Categorise Hypothesise Source Documents for Multiple Choice Question Test Item Generator [1] Compose Plan CREATING References [1] Mitkov, Ruslan and Ha, Le An and Bernardes, Jon (2005) A computer-aided environment for construction of multiple-choice tests http://hdl.handle.net/2436/3630 [2] Mager, R. (1975). Preparing Instructional Objectives (2nd Edition). Belmont, CA: Lake Publishing Co. [3] AECMA Simplified English, http://www.aecma.org/Publications/SEnglish/senglish.htm 2003-04-16 [4] Bloom Benjamin S. and David R. Krathwohl, (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee of college and university examiners. Handbook I: Cognitive Domain. New York: Longman, Green. EVALUATING Judge Estimate Assess