Abstract:
Many in class and distance courses off ered these days involve the submission of assignments online. These assignments are meant to be assessed to
give students timely feedback. However, ensuring that the student who is
enrolled in the course is the same who is submitting the assignment work
has been a challenge. Since the submitted assignments are in a formal
structure and contain some features that can be extracted and accessed automatically, there can be measures like stylometry to study the real author
of the submitted work. Once, author verifi cation is done, it is required to
assess the verifi ed documents from diff erent aspects.
In this research, two main objectives are being covered in order to see how
much actual learning is happening. Firstly, whether the student is actually
participating in the course activities as that reflects how comfortable student is with the course. Secondly, how much the student can actually learn
in such environments like that of distance learning. With the approach of
matching n grams and global weight of terms used in the submissions, we
comment on the understanding of a course by the student. Such assessments can help instructor to predict over all learning for the course and
what alterations can be made to have eff ective outcome. A correlation on
learning scores and instructor grades is done to show whether such learning
measuring techniques can be used to quantify students' learning as a whole.
