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The complex and interdisciplinary nature of scientific concepts presents formidable challenges for students in developing their knowledge-in-use skills. The utilization of computerized analysis for evaluating students’ contextualized constructed responses offers a potential avenue for educators to develop personalized and scalable interventions, thus supporting the current teaching and learning of science. While prior research in artificial intelligence has demonstrated the effectiveness of algorithms, including Bidirectional Encoder Representations from Transformers (BERT), in tasks like automated classifications of constructed responses, these efforts have predominantly leaned towards text-level features, often overlooking the exploration of conceptual ideas embedded in students’ responses from a cognitive perspective. Despite BERT’s performance in downstream tasks, challenges may arise in domain-specific tasks, particularly in establishing knowledge connections between specialized and open domains. These challenges become pronounced in small-scale and imbalanced educational datasets, where the available information for fine-tuning is frequently inadequate to capture task-specific nuances and contextual details. The primary objective of the present study is to investigate the effectiveness of a pretrained language model, when integrated with an ontological framework aligned with a contextualized science assessment, in classifying students’ expertise levels in scientific explanation. Our findings indicate that while pretrained language models, such as BERT, contribute to enhanced performance in language-related tasks within educational contexts, the incorporation of identifying domain-specific terms and extracting and substituting with their associated sibling terms in sentences through ontology-based systems can significantly improve classification model performance. Further, we qualitatively examined student responses and found that, as expected, the ontology framework identified and substituted key domain-specific terms in student responses that led to more accurate predictive scores. The study explores the practical implementation of ontology in assessment evaluation to facilitate formative assessment and formulate instructional strategies.
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HANKE: Hierarchical Attention Networks for Knowledge Extraction in Political Science Domain
Extracting structured metadata from unstructured text in different domains is gaining strong attention from multiple research communities. In Political Science, these metadata play a significant role on studying intra and inter-state interactions between political entities. The process of extracting such metadata usually relies on domain specific ontologies and knowledge-based repositories. In particular, Political Scientists regularly use the well-defined ontology CAMEO, which is designed for capturing conflict and mediation relations. Since CAMEO repositories are currently human maintained, the high cost and extensive human effort associated with updating them makes it difficult to include new entries on a regular basis. This paper introduces HANKE: an innovative framework for automatically extracting knowledge representations from unstructured sources, in order to extend CAMEO ontology both in the same domain and towards other related domains in political science. HANKE combines Hierarchical Attention Networks as engine for identifying relevant structures in raw-text and the novel Frequency-Based Ranker approach to obtain a collection of candidate entries for CAMEO's repositories. To show the efficiency of the proposed framework, we evaluate its performance on capturing existing CAMEO representations in a soft-labelled dataset. We also empirically demonstrate the versatility and superiority of HANKE method by applying it to two case studies related to CAMEO extension on its actual domain and towards organized crime domain.
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- Award ID(s):
- 1931541
- PAR ID:
- 10376289
- Date Published:
- Journal Name:
- 2020 IEEE 7th International Conference on Data Science and Advanced Analytics (DSAA)
- Page Range / eLocation ID:
- 410 to 419
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1109/DSAA49011.2020.00055
