Intelligent Character Recognition of Handwritten Forms with Deep Neural Networks

The automatic processing of handwritten forms remains a challenging task, wherein detection and subsequent classification of handwritten characters are essential steps. We describe a novel approach, in which both steps -- detection and classification -- are executed in one task through a deep neural network. Therefore, training data is not annotated by hand, but manufactured artificially from the underlying forms and yet existing datasets. It can be demonstrated that this single-task approach is superior in comparison to the state-of-the-art two-task approach. The current study focuses on hand-written Latin letters and employs the EMNIST data set. However, limitations were identified with this data set, necessitating further customization. Finally, an overall recognition rate of 88.28 percent was attained on real data obtained from a written exam.

Hybrid E-Assessment in Higher Education: Semi-Automated Grading of Paper-Based Written Examinations

This paper examines the limitations of fully digital and partially digital e-assessment approaches in summative examinations in higher education. The analysis focuses on the didactic narrowing caused by closed question formats and on organizational, technical, and legal constraints that become particularly relevant in large student cohorts. As an alternative, the paper proposes a hybrid e-assessment approach that retains paper-based, problem-oriented examination tasks while enabling semi-automated grading. Assessment-relevant intermediate results are encoded in a structured answer format, entered by students by hand, and subsequently captured from table fields. The central technical bottleneck is reliable recognition of handwritten characters under realistic examination conditions. Recent vision-capable large language models, combined with a two-pass validation principle and comparison against a solution key, can reduce misclassifications and thereby improve the validity, fairness, and scalability of summative assessment.