Do Performance Goals Lead Students to Game the System?
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
Blending Assessment and Instructional Assisting
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
Automatic and Semi-Automatic Skill Coding With a View Towards Supporting On-Line Assessment
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
The eXtensible Tutor Architecture: A New Foundation for ITS
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
The Assistment Builder: A Rapid Development Tool for ITS
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
Towards Computerized Adaptive Assessment Based on Structured Tasks
AH '08 Proceedings of the 5th international conference on Adaptive Hypermedia and Adaptive Web-Based Systems
The Problem of Labels in E-Assessment of Diagrams
Journal on Educational Resources in Computing (JERIC)
Addressing the assessment challenge with an online system that tutors as it assesses
User Modeling and User-Adapted Interaction
The Friend: Socially-Intelligent Tutoring and Collaboration
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
Automated assessment of short free-text responses in computer science using latent semantic analysis
Proceedings of the 16th annual joint conference on Innovation and technology in computer science education
Feasibility of a socially intelligent tutor
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part II
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
Detection and analysis of off-task gaming behavior in intelligent tutoring systems
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
A review of recent advances in learner and skill modeling in intelligent learning environments
User Modeling and User-Adapted Interaction
Modeling discussion topics in interactions with a tablet reading primer
Proceedings of the 2013 international conference on Intelligent user interfaces
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Secondary teachers across the country are being asked to use formative assessment data to inform their classroom instruction. At the same time, critics of No Child Left Behind are calling the bill "No Child Left Untestedö emphasizing the negative side of assessment, in that every hour spent assessing students is an hour lost from instruction. Or does it have to be? What if we better integrated assessment into the classroom, and we allowed students to learn during the test? Maybe we could even provide tutoring on the steps of solving problems. Our hypothesis is that we can achieve more accurate assessment by not only using data on whether students get test items right or wrong, but by also using data on the effort required for students to learn how to solve a test item. We provide evidence for this hypothesis using data collected with our E-ASSISTment system by more than 600 students over the course of the 2004-2005 school year. We also show that we can track student knowledge over time using modern longitudinal data analysis techniques. In a separate paper [9], we report on the ASSISTment system's architecture and scalability, while this paper is focused on how we can reliably assess student learning.