<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ciência educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132023000100237</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320230039</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Geração automatizada de provas e gabaritos individualizados: implementação e aplicação na disciplina de Geometria Analítica]]></article-title>
<article-title xml:lang="en"><![CDATA[Automated test generation and personalized answer keys: implementation and application in Analytical Geometry]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Daniel Gomes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paredes]]></surname>
<given-names><![CDATA[Kitylla Gevezier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Federal de Educação Tecnológica Celso Suckow da Fonseca (Cefet-RJ)  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal Fluminense (UFF)  ]]></institution>
<addr-line><![CDATA[Niterói RJ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>29</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132023000100237&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132023000100237&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132023000100237&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O desafio de garantir integridade acadêmica na avaliação a distância tornou-se tema emergente com a remotização do ensino no período de pandemia. Uma abordagem que pode dificultar a cópia de respostas e incentivar o desenvolvimento individual de soluções de questões em instrumentos avaliativos é a individualização de questões. Para tanto, a automação pode ser uma grande aliada, de modo a ser possível gerar enunciados e gabaritos distintos por meio de constantes e variáveis. Este trabalho disserta sobre uma experiência de automação na geração de provas individualizadas no período de ensino emergencial. A abordagem parece ter atenuado, entre os alunos, de cópia de soluções e respostas, ou a obtenção destas na internet ou em livros didáticos. Ainda, a experiência pode ser vista como uma tentativa de solução multifatorial, em um contexto complexo, indicando a viabilidade para o desenvolvimento de um framework capaz de atender também a outros domínios do conhecimento e seus segmentos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: During the pandemic period, the challenge of maintaining academic integrity in distance learning has emerged as a key issue. Individualization of questions is an approach that can make it difficult for students to copy answers and can encourage personal development of solutions in evaluation tools. Automation could be a great help in this situation because it makes it possible to create different rubrics and answer keys by using constants and variables. This paper discusses the experience with automated personalized test generation during the period of emergency remote teaching. The strategy appears to have mitigated, among students, the tendency to copy solutions and answers from their classmates, find them online, or copy them directly from textbooks. The experience also shows the viability of creating a framework that might be suitable for other academic domains and grade levels by attempting a multifactorial solution in a complex context.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação a distância]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia educacional]]></kwd>
<kwd lng="pt"><![CDATA[Automação]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação da aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Elaboração de provas]]></kwd>
<kwd lng="en"><![CDATA[Distance education]]></kwd>
<kwd lng="en"><![CDATA[Educational technology]]></kwd>
<kwd lng="en"><![CDATA[Automation]]></kwd>
<kwd lng="en"><![CDATA[Learning assessment]]></kwd>
<kwd lng="en"><![CDATA[Elaboration of tests]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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