Relevant bibliographies by topics / Short answer questions

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Short answer questions'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 June 2025

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Journal articles on the topic "Short answer questions"

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Featonby, David. "Some short questions—the answer." Physics Education 53, no. 2 (2018): 027001. http://dx.doi.org/10.1088/1361-6552/aa8eae.

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Cirn, John T. "True/False versus Short Answer Questions." College Teaching 34, no. 1 (1986): 34–37. http://dx.doi.org/10.1080/87567555.1986.10532328.

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Rademakers, J., Th J. ten Cate, and P. R. Bär. "Progress testing with short answer questions." Medical Teacher 27, no. 7 (2005): 578–82. http://dx.doi.org/10.1080/01421590500062749.

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洪, 旭东. "Answer Annotation for Short-Answer Questions Based on Dynamic Network." Computer Science and Application 12, no. 09 (2022): 2217–24. http://dx.doi.org/10.12677/csa.2022.129225.

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Davies, N. J. H. "Short Answer Questions in Anaesthesia, 2nd Edn." British Journal of Anaesthesia 92, no. 2 (2004): 299. http://dx.doi.org/10.1093/bja/aeh510.

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Absi, E. G. "Clinical short-answer questions for postgraduate dentistry." British Dental Journal 203, no. 1 (2007): 57. http://dx.doi.org/10.1038/bdj.2007.627.

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Macpherson, R. "Book Review: Short Answer Questions in Anaesthesia." Anaesthesia and Intensive Care 31, no. 3 (2003): 337. http://dx.doi.org/10.1177/0310057x0303100320.

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Kwiatkowski, Tom, Jennimaria Palomaki, Olivia Redfield, et al. "Natural Questions: A Benchmark for Question Answering Research." Transactions of the Association for Computational Linguistics 7 (November 2019): 453–66. http://dx.doi.org/10.1162/tacl_a_00276.

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We present the Natural Questions corpus, a question answering data set. Questions consist of real anonymized, aggregated queries issued to the Google search engine. An annotator is presented with a question along with a Wikipedia page from the top 5 search results, and annotates a long answer (typically a paragraph) and a short answer (one or more entities) if present on the page, or marks null if no long/short answer is present. The public release consists of 307,373 training examples with single annotations; 7,830 examples with 5-way annotations for development data; and a further 7,842 examples with 5-way annotated sequestered as test data. We present experiments validating quality of the data. We also describe analysis of 25-way annotations on 302 examples, giving insights into human variability on the annotation task. We introduce robust metrics for the purposes of evaluating question answering systems; demonstrate high human upper bounds on these metrics; and establish baseline results using competitive methods drawn from related literature.
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HUANG, YAN, and LIANZHEN HE. "Automatic generation of short answer questions for reading comprehension assessment." Natural Language Engineering 22, no. 3 (2016): 457–89. http://dx.doi.org/10.1017/s1351324915000455.

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AbstractWriting items for reading comprehension assessment is time-consuming. Automating part of the process can help test-designers to develop assessments more efficiently and consistently. This paper presents an approach to automatically generating short answer questions for reading comprehension assessment. Our major contribution is to introduce Lexical Functional Grammar (LFG) as the linguistic framework for question generation, which enables systematic utilization of semantic and syntactic information. The approach can efficiently generate questions of better quality than previous high-performing question generation systems, and uses paraphrasing and sentence selection to improve the cognitive complexity and effectiveness of questions.
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Sam, Amir H., Samantha M. Field, Carlos F. Collares, et al. "Very-short-answer questions: reliability, discrimination and acceptability." Medical Education 52, no. 4 (2018): 447–55. http://dx.doi.org/10.1111/medu.13504.

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Dissertations / Theses on the topic "Short answer questions"

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Hudson, Ross David. "Multiple-choice questions compared to short-answer response: which assesses understanding of chemistry more effectively?" Thesis, Curtin University, 2010. http://hdl.handle.net/20.500.11937/1720.

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The research inquires into the effectiveness of the two predominant forms of questions that are used on the Victorian Certificate of Education (VCE) Victoria Chemistry examination. These are multiple-choice questions and short-answer questions. This research examines not only the style of chemistry question but also the content type examined (recall and application questions) along with gender differences in students’ responses to such questions. The research involved three phases, i) analysis of five years results from the VCE Chemistry examinations, ii) class trial testing students of both genders with structured questions that examined the same material content with each type of question (multiple-choice or short answer) and also examined the different type of chemistry content (recall or application) and iii) interviews with students and teachers.The first phase of the research analysed the available published VCE Chemistry results for the five years, 2003 to 2007. The findings of these data yielded statistically significant differences between the performances of students based on the type of question (multiple-choice or short-answer) and the content of the question. The second phase of analysis yielded comparative data to the VCE analysis but also provided detailed Rasch analysis of the question type and content as well as gender differences in performance.Important findings were: i) student performance on multiple-choice chemistry questions was significantly higher than performance on short-answer questions regardless of the content and ii), the performance of males was significantly higher than that of females in upper levels of achievement but not at the lower levels of achievement. Possible factors accounting for the observed difference were noted. Implications of these findings are discussed as well as suggestions for further research.
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Liao, Jui-Teng. "Multiple-choice and short-answer questions in language assessment: the interplay between item format and second language reading." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6178.

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Multiple-choice (MCQs) and short-answer questions (SAQs) are the most common test formats for assessing English reading proficiency. While the former provides test-takers with prescribed options, the latter requires short written responses. Test developers favor MCQs over SAQs for the following reasons: less time required for rating, high rater agreement, and wide content coverage. This mixed methods dissertation investigated the impacts of test format on reading performance, metacognitive awareness, test-completion processes, and task perceptions. Participants were eighty English as a second language (ESL) learners from a Midwestern community college. They were first divided into two groups of approximately equivalent reading proficiencies and then completed MCQ and SAQ English reading tests in different orders. After completing each format, participants filled out a survey about demographic information, strategy use, and perceptions of test formats. They also completed a 5-point Likert-scale survey to assess their degree of metacognitive awareness. At the end, sixteen participants were randomly chosen to engage in retrospective interviews focusing on their strategy use and task perceptions. This study employed a mixed methods approach in which quantitative and qualitative strands converged to draw an overall meta-inference. For the quantitative strand, descriptive statistics, paired sample t-tests, item analyses, two-way ANOVAs, and correlation analyses were conducted to investigate 1) the differences between MCQ and SAQ test performance and 2) the relationship between test performance and metacognitive awareness. For the qualitative strand, test-takers’ MCQ and SAQ test completion processes and task perceptions were explored using coded interview and survey responses related to strategy use and perceptions of test formats. Results showed that participants performed differently on MCQ and SAQ reading tests, even though both tests were highly correlated. The paired sample t-tests revealed that participants’ English reading and writing proficiencies might account for the MCQ and SAQ performance disparity. Moreover, there was no positive relationship between reading test performance and the degree of metacognitive awareness generated by the frequency of strategy use. Correlation analyses suggested whether a higher or lower English reading proficiency of the participants was more important than strategy use. Although the frequency of strategy use did not benefit test performance, strategies implemented for MCQ and SAQ tests were found to generate interactive processes allowing participants to gain deeper understanding of the source texts. Furthermore, participants’ perceptions toward MCQs, SAQs, and a combination of both revealed positive and negative influences among test format, reading comprehension, and language learning. Therefore, participants’ preferences of test format should be considered when measuring their English reading proficiency. This study has pedagogical implications on the use of various test formats in L2 reading classrooms.
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Singer, Leslie S. "Effects of Interspersing Recall versus Recognition Questions with Response Cards During Lectures on Students' Academic and Participation Behaviors in a College Classroom." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7575.

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Instructional design and delivery may be one tool available to teachers to increase the academic and social behaviors of all students in the classroom. Effective instruction is an evidence-based teaching strategy that can be used to efficiently educate our youth across all learning environments. One effective instructional strategy includes increasing students’ opportunities to respond to instructor-posed questions during lectures. Students may respond to questions using a response card system as a way to promote active engagement. This study examined the most common form of instructor-posed questions presented during lecture, recall and recognition questions, to determine the differential effects on students’ academic and participation behavior in a college classroom. Results found no differentiation in students’ academic behavior with respect to question type. Students’ participation behavior was greater when the instructor used class wide active responding procedures than observed in baseline conditions that represented typical college instruction.
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Jordan, Sally. "E-assessment for learning? : exploring the potential of computer-marked assessment and computer-generated feedback, from short-answer questions to assessment analytics." Thesis, Open University, 2014. http://oro.open.ac.uk/41115/.

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This submission draws on research from twelve publications, all addressing some aspect of the broad research question: “Can interactive computer-marked assessment improve the effectiveness of assessment for learning?” The work starts from a consideration of the conditions under which assessment of any sort is predicted to best support learning, and reviews the broader literature of assessment and feedback before considering the potential of computer-based assessment, focusing on relatively sophisticated constructed-response questions, and on the impact of instantaneous, tailored and increasing feedback. A range of qualitative and quantitative research methodologies are used to investigate factors which influence the engagement of distance learners of science with computer-marked assessment and computer-generated feedback. It is concluded that the strongest influence on engagement is the student’s understanding of what they are required to do, including their understanding of the wording of assessment tasks and feedback. Clarity of wording is thus important, as is an iterative design process that allows for improvements to be made. Factors such as cut-off dates can have considerable impact, pointing to the importance of good overall assessment design, and more generally to the power and responsibility that lie in the hands of remote developers of online assessment and teaching. Four of the publications describe research into the marking accuracy and effectiveness of questions to which students give their answer as a short phrase or sentence. Relatively simple pattern-matching software has been shown to give marking accuracy at least as good as that of human markers and more sophisticated computer-marked systems, provided questions are developed on the basis of responses from students at a similar level. However, educators continue to use selected-response questions in preference to constructed-response questions, despite concerns over the validity and authenticity of selected-response questions. Factors contributing to the low take-up of more sophisticated computer-marked tasks are discussed. E-assessment also has the potential to improve the learning experience indirectly by providing information to educators about student engagement and student errors, at either the cohort or individual student level. The effectiveness of these “assessment analytics” is also considered, concluding that they have the potential to provide deep general insight and an early warning of at-risk students.
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Horbach, Andrea [Verfasser], and Manfred [Akademischer Betreuer] Pinkal. "Analyzing short-answer questions and their automatic scoring - studies on semantic relations in reading comprehension and the reduction of human annotation effort / Andrea Horbach ; Betreuer: Manfred Pinkal." Saarbrücken : Saarländische Universitäts- und Landesbibliothek, 2019. http://d-nb.info/1194371906/34.

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LAI, YUN-SHENG, and 賴昀聖. "Evaluation of Students' Responses to short-answer questions using Concept maps." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/ue89jw.

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碩士
國立高雄應用科技大學
資訊工程系
105
Modern education mostly employs test or assessment tools to evaluate students’ learning effectiveness. Numerous Taiwanese and international scholars have investigated such test and assessment tools and their development, learning effectiveness, and application. In previous studies, the most commonly applied test and assessment tools have been divided into multiple-choice items and nonmultiple-choice items, which most often involve short-answer questions. Thus, evaluating short answers is a crucial topic for evaluators and developing a system to evaluate short answers and provide feedback to identify knowledge deficiencies are beneficial to learners. Evaluating short answers, namely short responses composed without adhering to specific linguistic rules, is not an easy task, particularly when the target language is a natural language. Although many studies have proposed automatic scoring systems or methods for short-answer items, they have left enormous room for improvement in evaluating learners’ learning status. In response to the inadequacy of studies in terms of evaluating short answers in Chinese, the present study developed an automatic Chinese short-answer evaluation method and system by adopting concept maps as the research framework. Studies have indicated that short-answer evaluation is difficult primarily because of the varied subjective judgment of evaluators and challenges for evaluating respondents’ knowledge structures. To address these problems, the present study formulated a concept map by using model answers to short-answer items and utilized the characteristics of graph theory to distinguish and analyze the importance of the concepts covered in the map, thereby prioritizing these concepts, which were used as critical references to increase the accuracy of short-answer evaluation and identify respondents’ learning status and deficiencies.
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LIN, YU-CHEN, and 林鈺宸. "A Preliminary Study on Deep Learning-based Short Answer Question Answering System." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/8y9n3d.

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碩士
國立臺北科技大學
電子工程系
107
Most of question and answer system often uses the way of finding the most likely paragraphs in the original text to generate the answer, but recently there have been attempts to extract the implicit meaning of the question and the question with the encoder first, and then the decoder regenerates the trend of the response statement. The experiment used the Delta Data Comprehension Dataset (DRCD) and the "Technology Big Talk, AI Dialogue"(Formosa Grand Challenge) game materials to train the model. From the experimental results, we can find that our system can generate answers by learning, and achieve ACC=66.22%, EM=18.41%, BLEU=3.98% performance, try to realize the question and answer system that can generate response statements freely.
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Han-ChangTsai and 蔡含章. "The Effects of Guided Short-Answer Online Student Question-Generation on Elementary Student Science Learning." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/62110307166192662032.

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碩士
國立成功大學
教育研究所
98
Abstract The main purpose of this study was to investigate the effects of question-generation, guided question-generation, delayed- guided question-generation on science academic achievement, attitudes toward science, self-efficiency on question-generation, question-generation ability. Furthermore, the interaction effects of learning strategy and students’ science ability was explored. This study adopted a quasi-experimental research method, lasting for 13 weeks. The subjects of this study were 78 fifth-graders from three classes of Fuh-Shing Elementary school in Kaohsiung county. A web-based learning system was used in the study for 40 minutes in class each week for the duration of the study. In addition to the training session data collection time, in total students used the system for question-generation eight times. Data analysis found neither main effects, nor interaction effects on any of the examined variables. Suggestions for teacher instruction, system enhancements and future research are proposed.
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Books on the topic "Short answer questions"

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Ellington, Henry. Short answer questions. CICED, 1987.

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Weaver, Russell L. Questions & answers.: Multiple choice and short answer questions and answers. LexisNexis, 2005.

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R, Zinnecker Timothy, ed. Questions & answers.: Multiple choice and short answer questions and answers. LexisNexis, 2003.

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Questions & answers.: Multiple choice and short answer questions and answers. LexisNexis, 2003.

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Bernstein, Anita. Questions & answers.: Multiple choice and short answer questions and answers. LexisNexis, 2004.

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Questions & answers.: Multiple choice and short answer questions and answers. LexisNexis, 2004.

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Questions & answers.: Multiple choice and short answer questions and answers. LexisNexis, 2007.

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Levine, Emily Marcus. Questions & answers.: Multiple choice and short answer questions and answers. LexisNexis, 2003.

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Levine, Emily Marcus. Questions & answers.: Multiple choice and short answer questions and answers. 2nd ed. LexisNexis, 2007.

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Weaver, Russell L. Questions & answers.: Multiple choice and short answer questions and answers. LexisNexis, 2005.

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Book chapters on the topic "Short answer questions"

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Gray, Dr Robin J. M., and Dr M. Ziad Al-Ani. "Short Answer Questions." In Temporomandibular Disorders. John Wiley & Sons, Ltd., 2013. http://dx.doi.org/10.1002/9781118784938.ch20.

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Went, C. "Guided Route and Short Answer Questions." In Work Out Organic Chemistry. Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-09726-5_13.

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Attia, Zeinab E., W. Arafa, and M. Gheith. "Toward the Automatic Correction of Short Answer Questions." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-31129-2_42.

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"Short-answer questions." In Examination Emergency Medicine. Elsevier, 2010. http://dx.doi.org/10.1016/b978-0-7295-3896-1.50003-4.

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"Short Answer Questions." In Self Assessment in Obstetrics and Gynaecology by Ten Teachers 2E EMQs, MCQs, SBAs, SAQs & OSCEs. CRC Press, 2012. http://dx.doi.org/10.1201/b13269-14.

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"Short Answer Questions." In Self Assessment in Obstetrics and Gynaecology by Ten Teachers 2E EMQs, MCQs, SBAs, SAQs & OSCEs. CRC Press, 2012. http://dx.doi.org/10.1201/b13269-8.

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"Short Answer Questions." In MCQs & Short Answer Questions for MRCOG. CRC Press, 2004. http://dx.doi.org/10.1201/b13305-3.

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"Short Answer Questions." In MCQs & Short Answer Questions for MRCOG. CRC Press, 2004. http://dx.doi.org/10.1201/b13305-6.

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Singh, Daljit, Tejinder Singh, and Piyush Gupta. "Short Answer Questions." In Principles of Medical Education. Jaypee Brothers Medical Publishers (P) Ltd., 2013. http://dx.doi.org/10.5005/jp/books/11904_15.

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Salam, Abdus. "Short Answer Questions (SAQs)." In A Short Textbook of Medical Pharmacology. Jaypee Brothers Medical Publishers (P) Ltd., 2014. http://dx.doi.org/10.5005/jp/books/12333_9.

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Conference papers on the topic "Short answer questions"

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Yen, Michael, Sergey Karayev, and Eric Wang. "Analysis of Grading Times of Short Answer Questions." In L@S '20: Seventh (2020) ACM Conference on Learning @ Scale. ACM, 2020. http://dx.doi.org/10.1145/3386527.3406748.

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Panchenko, Yulia. "Answering negative questions in Russian." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0038/000453.

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In colloquial Russian answers “yes” and “no” to negative polar questions can either stand for confirmation or contradiction of the proposition of a question. This paper contains an experimental research of correlation between the choice of “yes” or “no” response particle and the way of expressing negation and the presence of li particle in a question and also of comprehension of the short “yes” answer. The results showed that there are several competing strategies for answering negative polar questions and acceptability judgments of possible answers in Russian, meanwhile the correlation with the presence of li particle in a question was approved.
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"KASS: Korean Automatic Scoring System for Short-answer Questions." In 6th International Conference on Computer Supported Education. SCITEPRESS - Science and and Technology Publications, 2014. http://dx.doi.org/10.5220/0004864302260230.

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Ha, Le An, Victoria Yaneva, Polina Harik, Ravi Pandian, Amy Morales, and Brian Clauser. "Automated Prediction of Examinee Proficiency from Short-Answer Questions." In Proceedings of the 28th International Conference on Computational Linguistics. International Committee on Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.coling-main.77.

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Duenas, George, Sergio Jimenez, and Julia Baquero. "Automatic prediction of item difficulty for short-answer questions." In 2015 10th Computing Colombian Conference (10CCC). IEEE, 2015. http://dx.doi.org/10.1109/columbiancc.2015.7333464.

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Ha, Le An, Victoria Yaneva, Polina Harik, Ravi Pandian, Amy Morales, and Brian Clauser. "Automated Prediction of Examinee Proficiency from Short-Answer Questions." In Proceedings of the 28th International Conference on Computational Linguistics. International Committee on Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.coling-main.77.

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Mancera, Sergio, Sergio Jimenez, and Fabio A. Gonzalez. "ZETEMA: A web service for automatic short-answer questions grading." In 2015 10th Computing Colombian Conference (10CCC). IEEE, 2015. http://dx.doi.org/10.1109/columbiancc.2015.7333458.

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Galhardi, Lucas B., Helen C. de Mattos Senefonte, Rodrigo C. Thom De Souza, and Jacques D. Brancher. "Exploring Distinct Features for Automatic Short Answer Grading." In XV Encontro Nacional de Inteligência Artificial e Computacional. Sociedade Brasileira de Computação - SBC, 2018. http://dx.doi.org/10.5753/eniac.2018.4399.

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Automatic short answer grading is the study field that addresses the assessment of students’ answers to questions in natural language. The grading of the answers is generally seen as a typical classification supervised learning. To stimulate research in the field, two datasets were publicly released in the SemEval 2013 competition task “Student Response Analysis”. Since then, some works have been developed to improve the results. In this context, the goal of this work is to tackle such task by implementing lessons learned from the literature in an effective way and report results for both datasets and all of its scenarios. The proposed method obtained better results in most scenarios of the competition task and, therefore, higher overall scores when compared to recent works.
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Wang, Peng, Qi Wu, Chunhua Shen, Anthony Dick, and Anton van den Hengel. "Explicit Knowledge-based Reasoning for Visual Question Answering." In Twenty-Sixth International Joint Conference on Artificial Intelligence. International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/179.

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We describe a method for visual question answering which is capable of reasoning about an image on the basis of information extracted from a large-scale knowledge base. The method not only answers natural language questions using concepts not contained in the image, but can explain the reasoning by which it developed its answer. It is capable of answering far more complex questions than the predominant long short-term memory-based approach, and outperforms it significantly in testing. We also provide a dataset and a protocol by which to evaluate general visual question answering methods.
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Siddiqi, Raheel, and Christopher Harrison. "A systematic approach to the automated marking of short-answer questions." In IEEE INMIC 2008. 12th IEEE International Multitopic Conference. IEEE, 2008. http://dx.doi.org/10.1109/inmic.2008.4777758.

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Reports on the topic "Short answer questions"

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Kozlovskaya, Maria. How to design short answer word questions (150-300 words). The Economics Network, 2020. http://dx.doi.org/10.53593/n3339a.

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Mintii, Iryna S., Svitlana V. Shokaliuk, Tetiana A. Vakaliuk, Mykhailo M. Mintii, and Vladimir N. Soloviev. Import test questions into Moodle LMS. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3271.

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The purpose of the study is to highlight the theoretical and methodological aspects of preparing the test questions of the most common types in the form of text files for further import into learning management system (LMS) Moodle. The subject of the research is the automated filling of the Moodle LMS test database. The objectives of the study: to analyze the import files of test questions, their advantages and disadvantages; to develop guidelines for the preparation of test questions of common types in the form of text files for further import into Moodle LMS. The action algorithms for importing questions and instructions for submitting question files in such formats as Aiken, GIFT, Moodle XML, “True/False” questions, “Multiple Choice” (one of many and many of many), “Matching”, with an open answer – “Numerical” or “Short answer” and “Essay” are offered in this article. The formats for submitting questions, examples of its designing and developed questions were demonstrated in view mode in Moodle LMS.
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Finnsson, Páll Tómas. Housing markets and housing policy in the Nordics. Nordregio, 2021. http://dx.doi.org/10.6027/wp2021:1.1403-2511.

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The Nordic Economic Policy Review (NEPR) is an annual publication presenting some of the latest and cutting-edge research into selected topics of economic policy. This year’s edition dives into the Nordic housing markets, examining some of the key policy mechanisms behind the rapidly rising housing prices, as well as the impacts on social welfare and social and ethnic segregation. The theme is selected by the NEPR steering group, which consists of representatives from the Nordic Ministries of Finance, Nordregio, and the NEPR editor. This publication provides a short summary of the five NEPR 2021 articles, which seek to answer the following questions: André Anundsen: What is the prevalence of house price bubbles in the Nordics? Erlend Eide Bø: Do buy-to-let investments lead to higher housing prices? Mats Bergman and Sten Nyberg: What explains the large increase in the relative cost of construction? Niku Määttänen: How can housing taxation improve social welfare? Essi Eerola: How do Nordic housing policies affect affordability and integration?
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Voloshynov, Serhii A., Halyna V. Popova, Alona Y. Yurzhenko, and Ekaterina O. Shmeltser. The use of digital escape room in educational electronic environment of maritime higher education institutions. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3869.

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The paper is tended to investigate the gamification activities use in educational electronic environment of maritime higher education institutions. Gamification methods with examples are described (gamification testing, QR Code quest, storytelling and escape room). Comparative characteristic of traditional learning and learning using gamification in educational electronic environment is given in the article according to different criteria: the place and role of teacher or students in the learning process; type of information communication; methods of training; equipment; level of freedom of the actions; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of gamification activities based on escape room quest to form communicative competency of future maritime professionals. Escape room activity presented in the article contains storytelling element, crossword and electronic testing questions of different types. Question types listed in the paper are Drag and drop to the text, Short answer and Multiple choice. Escape room activity was done by second year cadets of Kherson State Maritime Academy. According to the received results, knowledge quality increased by 10% and success by 20%. Further investigation of gamification activities can also be done for learning system of maritime higher education institutions using simulation technologies of virtual, augmented and mixed realities.
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5

Tsidylo, Ivan M., Serhiy O. Semerikov, Tetiana I. Gargula, Hanna V. Solonetska, Yaroslav P. Zamora, and Andrey V. Pikilnyak. Simulation of intellectual system for evaluation of multilevel test tasks on the basis of fuzzy logic. CEUR Workshop Proceedings, 2021. http://dx.doi.org/10.31812/123456789/4370.

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The article describes the stages of modeling an intelligent system for evaluating multilevel test tasks based on fuzzy logic in the MATLAB application package, namely the Fuzzy Logic Toolbox. The analysis of existing approaches to fuzzy assessment of test methods, their advantages and disadvantages is given. The considered methods for assessing students are presented in the general case by two methods: using fuzzy sets and corresponding membership functions; fuzzy estimation method and generalized fuzzy estimation method. In the present work, the Sugeno production model is used as the closest to the natural language. This closeness allows for closer interaction with a subject area expert and build well-understood, easily interpreted inference systems. The structure of a fuzzy system, functions and mechanisms of model building are described. The system is presented in the form of a block diagram of fuzzy logical nodes and consists of four input variables, corresponding to the levels of knowledge assimilation and one initial one. The surface of the response of a fuzzy system reflects the dependence of the final grade on the level of difficulty of the task and the degree of correctness of the task. The structure and functions of the fuzzy system are indicated. The modeled in this way intelligent system for assessing multilevel test tasks based on fuzzy logic makes it possible to take into account the fuzzy characteristics of the test: the level of difficulty of the task, which can be assessed as “easy”, “average", “above average”, “difficult”; the degree of correctness of the task, which can be assessed as “correct”, “partially correct”, “rather correct”, “incorrect”; time allotted for the execution of a test task or test, which can be assessed as “short”, “medium”, “long”, “very long”; the percentage of correctly completed tasks, which can be assessed as “small”, “medium”, “large”, “very large”; the final mark for the test, which can be assessed as “poor”, “satisfactory”, “good”, “excellent”, which are included in the assessment. This approach ensures the maximum consideration of answers to questions of all levels of complexity by formulating a base of inference rules and selection of weighting coefficients when deriving the final estimate. The robustness of the system is achieved by using Gaussian membership functions. The testing of the controller on the test sample brings the functional suitability of the developed model.
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Creative Praxis and Working with Children and Young People. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/rejuvenate.2022.002.

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The series of Rejuvenate dialogues are intended to foster discussion and debate across a community of practitioners working on child and youth rights. Dialogue three explored the transformative capacity of creative praxis and how it can strengthen rights and participation for children and young people. During the dialogue, we highlighted the importance of moving from the UNCRC’s 3Ps (protection, provision, participation) to the 3Ss (space, support, system change). Safe spaces can build confidence and decision-making capacity. Support and active listening fosters inter-generational community building. Meanwhile, system change involves challenging the social hierarchies that reproduce ‘adultism’ and exclusionary mentalities towards young people. On the 23rd February 2022, we gathered online with three key speakers and a diversity of participants from around the world to reflect upon the role of creative practice when working with children and young people. Three key speakers presented their experiences before a short Question & Answers session.
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Creative Praxis and Working with Children and Young People. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/rejuvenate.2022.002.

Full text
Abstract:
The series of Rejuvenate dialogues are intended to foster discussion and debate across a community of practitioners working on child and youth rights. Dialogue three explored the transformative capacity of creative praxis and how it can strengthen rights and participation for children and young people. During the dialogue, we highlighted the importance of moving from the UNCRC’s 3Ps (protection, provision, participation) to the 3Ss (space, support, system change). Safe spaces can build confidence and decision-making capacity. Support and active listening fosters inter-generational community building. Meanwhile, system change involves challenging the social hierarchies that reproduce ‘adultism’ and exclusionary mentalities towards young people. On the 23rd February 2022, we gathered online with three key speakers and a diversity of participants from around the world to reflect upon the role of creative practice when working with children and young people. Three key speakers presented their experiences before a short Question & Answers session.
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