Student procedural knowledge inference through item response theory

Authors:
Manuel Hernando
Affiliations:
Dpto. Lenguajes y Ciencias de la Computación, Universidad de Málaga, Málaga, Spain
Venue:
UMAP'11 Proceedings of the 19th international conference on User modeling, adaption, and personalization
Year:
2011

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Abstract

This paper describes our research lines that focus on modeling and inferring student procedural knowledge in Intelligent Tutoring Systems. Our proposal is to apply Item Response Theory, a well-founded theory for declarative knowledge assessment, to infer procedural knowledge in problem solving environments. Therefore, we treat the problems as tests and the steps of problem solving as options (or choices) in a question. An important feature of our system is that it is not only based on an expert analysis, but also on data-driven techniques so that it can collect the largest amount of students' problem solving strategies as possible.