ISMIS'05 Proceedings of the 15th international conference on Foundations of Intelligent Systems
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When we have an item bank available for assessing students, we would like to select the test items that can reveal studentsý knowledge levels as effectively and accurately as possible. This may not be a trivial task when we consider the fact that studentsý item-response patterns may not reflect their competence exactly. Theoretical and experimental results reported in this paper indicate that mutual information between test items and educational targets provides a principled and instrumental basis for adaptively selecting test items for student assessments.