Traditionally, the assessment and learning science communities rely on different paradigms to model student performance. The assessment community uses Item Response Theory which allows modeling different student abilities and problem difficulties, while the learning science community uses Knowledge Tracing, which captures skill acquisition. These two paradigms are complementary – IRT cannot be ...

This paper describes a new student model technology that combines evidences and knowledge about pedagogical and domain structure. Its structure is generated from the metadata available in the content representation of the adaptive webbased learning platform ActiveMath (or other contents). The evidences are processed with Item Response Theory and Transferable Belief Model uncertainty methodologi...

In 2011 the authors created a model of selfand peer-assessment known as Authentic Self and Peer Assessment for Learning (ASPAL) in an attempt to better engage seemingly disengaged students in their undergraduate coursework. The model focuses on authentic assessment tasks and engages students by involving them in every step of the process from the creation of the criteria on which they will be m...

The computation of Graduate Point Average (GPA) incorrectly assumes that grades are comparable across courses and instructors. GPA overstates the performance of students who elect an “easier” course of study relative to those who choose a more “difficult” course of study. This paper proposes a method of adjusting GPA and applies it to data from one cohort of undergraduates at Carnegie Mellon Un...

This article offers a 3-parameter model of testing, with 1) the difference between the ability level of the examinee and item difficulty; 2) the examinee discrimination and 3) the item discrimination as model parameters.