Lexicographic aspects of assessing students’ intellectual potentia

Abstract

The article analyzes the process of using lexicographic models and systems to assess the levels of intellectual development of students. The category of lexicography is considered in detail. Lexicographic models and systems are considered as the conceptual basis of educational and scientific narratives that can be created by students in various thematic areas. To assess the intellectual potential, a method of comparing lexicographic models formed in the minds of students in the process of their educational and cognitive activities with lexicographic systems that define the conceptual basis of standardized thematic knowledge systems is proposed. It is proposed to use scientific works of world­famous scientists as standardized thematic knowledge systems. For this purpose, the concept of semantic field is introduced, which reflects the set of concepts that make up the thematic knowledge systems in the format of an ontology. The task of comparing lexicographic systems is to identify the levels of consolidation of ontologies. The use of Levenshtein distance, Voronoi diagrams, Lloyd’s algorithm, language modeling (Language Understanding) using the BERT approach as means of calculating the levels of equivalence and consolidation of lexicographic systems of students’ narratives and famous scientists is substantiated. The methods of multidimensional evaluation and ranking are used to calculate the levels of students’ lexicographic systems in relation to the systems of thematic knowledge of a famous scientist and the corresponding rating of their positioning in this system of scientist’s knowledge. The article presents an example of calculating the positioning of students’ lexicographic systems in the semantic field of the world­famous cyberneticist and mathematician Viktor Glushkov, based on the semantic analysis of students’ scientific works in the competition of the Junior Academy of Sciences, thematic area of cybernetics, mathematics.