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Leveraging Auxiliary Data from Similar Problems to Improve Automatic Open Response Scoring.

, , , and . EDM, International Educational Data Mining Society, (2022)

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Enhancing Auto-scoring of Student Open Responses in the Presence of Mathematical Terms and Expressions., , , , , and . AIED (1), volume 13355 of Lecture Notes in Computer Science, page 685-690. Springer, (2022)Automatic Short Math Answer Grading via In-context Meta-learning., , , and . EDM, International Educational Data Mining Society, (2022)Auto-scoring Student Responses with Images in Mathematics., , , , , and . EDM, International Educational Data Mining Society, (2023)Automated Feedback for Student Math Responses Based on Multi-Modality and Fine-Tuning., , , , and . LAK, page 763-770. ACM, (2024)Automatic Short Answer Grading in College Mathematics Using In-Context Meta-learning: An Evaluation of the Transferability of Findings., , , , , , and . AIED Companion (1), volume 2150 of Communications in Computer and Information Science, page 409-417. Springer, (2024)Leveraging natural language processing to support automated assessment and feedback for student open responses in mathematics., , , , and . J. Comput. Assist. Learn., 39 (3): 823-840 (June 2023)Improving Automated Scoring of Student Open Responses in Mathematics., , , , and . EDM, International Educational Data Mining Society, (2021)Improving Automated Assessment and Feedback for Student Open-responses in Mathematics.. EDM, International Educational Data Mining Society, (2022)How Common are Common Wrong Answers? Crowdsourcing Remediation at Scale., , , , , , , , , and . L@S, page 70-80. ACM, (2023)Identification, Exploration, and Remediation: Can Teachers Predict Common Wrong Answers?, , , , , , , and . LAK, page 399-410. ACM, (2023)