Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Graphical Belief Modeling
Using Bayesian Networks to Manage Uncertainty in Student Modeling
User Modeling and User-Adapted Interaction
A Bayesian Diagnostic Algorithm for Student Modeling and its Evaluation
User Modeling and User-Adapted Interaction
Adaptive interfaces and agents
The human-computer interaction handbook
SIETTE: A Web-Based Tool for Adaptive Testing
International Journal of Artificial Intelligence in Education
The Behavior of Tutoring Systems
International Journal of Artificial Intelligence in Education
Blending Assessment and Instructional Assisting
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
Evaluating the performance of a diagnosis system in school algebra
ICWL'11 Proceedings of the 10th international conference on Advances in Web-Based Learning
Tractable POMDP representations for intelligent tutoring systems
ACM Transactions on Intelligent Systems and Technology (TIST) - Special section on agent communication, trust in multiagent systems, intelligent tutoring and coaching systems
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The purpose of the study described in this paper was to evaluate the efficacy of an assessment for learning system named ACED (Adaptive Content with Evidence-based Diagnosis). We used an evidencecentered design approach to create an adaptive, diagnostic assessment system which includes five main models: competency, evidence, task, presentation, and assembly. We also included instructional support in the form of elaborated feedback. The key issue we examined was whether the inclusion of the feedback into the system (a) impairs the quality of the assessment (relative to validity, reliability, and efficiency), and (b) does, in fact, enhance student learning. Results from a controlled evaluation testing 268 high-school students showed that the quality of the assessment was unimpaired by the provision of feedback. Moreover, students using the ACED system showed significantly greater learning of the content compared with a control group. These findings suggest that assessments in other settings (e.g. state-mandated tests) might be augmented to support student learning with instructional feedback without jeopardizing the primary purpose of the assessment.