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Un Nuevo Enfoque para la Puntuación Automática de Problemas cuya Resolución se basa en Diagramas

  • Autores: Josep Soler, Imma Boada, Ferrán Prados Árbol académico, Jordi Poch García
  • Localización: Formación Universitaria, ISSN-e 0718-5006, Vol. 10, Nº. 1, 2017, págs. 47-60
  • Idioma: español
  • DOI: 10.4067/S0718-50062017000100006
  • Títulos paralelos:
    • A New Approach to Automatically Evaluate Problems that are Solved using Diagrams
  • Enlaces
  • Resumen
    • español

      La corrección automática de diagramas a través de plataformas educativas es de gran importancia, especialmente en el ámbito de los estudios de Ingeniería. El objetivo de este artículo es presentar un nuevo enfoque para la puntuación automática de estos diagramas. Se presenta un nuevo método de forma genérica y su aplicación a la puntuación de diagramas entidad/relación utilizados en el diseño conceptual de bases de datos. Los resultados obtenidos nos indican que las diferencias entre la puntuación obtenida de forma automática y la obtenida a partir de la corrección manual por parte del profesor no exceden en ningún caso de 0.75 puntos sobre un total de diez. Como conclusión, se corrobora la validez del método propuesto para los diagramas entidad/relación facilitando un ahorro considerable de tiempo a los profesores al no tener que corregirlos, ni puntuarlos.

    • English

      Automatic correction of problems that are solved using diagrams through educational platforms is of great importance, especially in the field of engineering studies. In this paper, we present a new strategy to automatically assess diagrams. The proposed approach is described in detail as well as its application to assess entity/relationship diagrams used in the conceptual design of databases. The results indicate that the differences between manual and automatic assessment is less than 075 points over a total of ten which confirms the validity of the proposed approach. As a conclusion, the validity of the proposed method to assess entity/relationship diagrams reducing teacher correction time and unifying applied correction criteria is corroborated.

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