Improving feedback in elementary mathematics autograders
Name
932129332-MIT.pdf
Description
Full printable version
Size
3.56 MB
Format
Adobe PDF
Checksum (MD5)
b400ed7817e5ea9f82e726a1e4062fee
Author(s)
Greene, Stephanie Denise Carter
Advisor(s)
Patrick H. Winston.
Date Issued
2015
Publisher
Massachusetts Institute of Technology
Abstract
As schools grow more crowded and required testing outcomes become more stringent, teachers experience increasing demands on their time. To ease this load, I designed a program that is able to give students thorough, automated feedback on their mathematics assignments. This will allow teachers to spend less time grading (and consequently more time on other activities that might better help their students) without losing any of the feedback and error correcting a human would be able to provide. Based on a number of different test cases, using a wide variety of elementary algebra problems, the program can correctly identify the lines in which errors are introduced. The program is also adept at finding the precise error as long as the student has made minimal changes per step. If multiple changes have been made, the program is forced to make its best guess at the most likely error without resorting to testing hundreds of possible combinations.
Description
Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, February 2015.
Cataloged from PDF version of thesis. "September 2014."
Includes bibliographical references (page 65).
Subjects
Electrical Engineering and Computer Science.
MIT Department
Massachusetts Institute of Technology. Department of Electrical Engineering and Computer Science
Terms of Use
M.I.T. theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. See provided URL for inquiries about permission.
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