Automatic Evaluation of Teacher-Student Interaction Based on Dialogue Text

DOI

10.2991/icesame-17.2017.326How to use a DOI?

Keywords

classroom observation, teacher-student interaction, text analysis, classroom-teaching automatic evaluation.

Abstract

Quantitative evaluation in class can effectively improve the quality of classroom teaching, but the automatic evaluation tool is very scarce. In order to be able to carry out large-scale automatic evaluation of teacher-student interaction, this paper first designed a set of indicator system for the classroom interactive evaluation; and then input teacher and student dialogue text from the classroom teaching video; and asked two education evaluation professionals to evaluate the interaction between teachers and students on the same lesson according to the video and text respectively to observe the validity of the interactive evaluation of teachers and students based on the dialogue text. This paper then presented a teacher-student interactive automatic coding technique (SAC) based on dialogue sentences, and constructed a set of classroom-teaching automatic evaluation system (BIAS) for teacher-student interaction. The experimental results show that BIAS not only provides more interactive evaluation function of teachers and students, but also improves the educational evaluation personnel's coding efficiency by 7.3 times compared with the Flanders coding system (FIAS), which is manually coded.

Copyright

© 2017, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Jiao Lu
AU  - Dan Wang
AU  - Zuying Luo
PY  - 2017/06
DA  - 2017/06
TI  - Automatic Evaluation of Teacher-Student Interaction Based on Dialogue Text
BT  - Proceedings of the 2017 2nd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2017)
PB  - Atlantis Press
SP  - 1517
EP  - 1522
SN  - 2352-5398
UR  - https://doi.org/10.2991/icesame-17.2017.326
DO  - 10.2991/icesame-17.2017.326
ID  - Lu2017/06
ER  -