Several attempts have already been made to automate the generation of assessment questions. These attempts were mainly technical and lacked a theoretical backing. We explore psychological and educational theories to support the development of principled methods to generate questions and control their properties. We present a similarity-based theory to control the difficulty of multiple-choice questions and show its practicality and consistency with the psychological and educational theories.
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Alsubait et al. (2013) studied this question.
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