Intelligent tutors have often been used mainly to teach students. In the ASSISTments project, we have emphasized using the intelligent tutoring system as an assessment system that just so happens to provide instructional assistance during the test. In this chapter we review and summarize some of the main studies we have done with the system. Usually its believed that assessment get harder if students are allowed to learn during the test, as its then like try to hit a moving target. So our results are surprising, that by providing tutoring to students while they are assessed we actually improve the assessment of students’ knowledge. We also review out attempts to give teachers feedback based on fine grained skill models. Overall, we conclude that using intelligent tutoring systems to do assessment seems like a reasonable way of dealing with the dilemma that every minute spent testing students takes time away from instruction.
Education & learning publications
Can We Get Better Assessment from a Tutoring System Compared to Traditional Paper Testing? Can We Have Our Cake (Better Assessment) and Eat It Too (Student Learning During the Test)?
In this paper, we report a study analyzing 40-minutes data of totally 1,392 students from two school years.
A Generalizability Investigation Of Cognitive Demand And Rigor Ratings Of Items And Standards In An Alignment Study
This paper reports the results of a generalizability theory study of cognitive demand and rigor ratings of assessment items and college-readiness standards in the context of an alignment study of college admissions tests to a set of college readiness standards.
Language Analytics for Assessing Brain Health: Cognitive Impairment, Depression and Pre-Symptomatic Alzheimers Disease
We present data demonstrating how brain health may be assessed by applying data-mining and text analytics to patient language.
Representational Technology For Learning Mathematics: An Investigation Of Teaching Practices In Latino/A Classrooms
This paper explores representation- and language-rich mathematics instruction in two classrooms with low-income Latino/a students.
Using Naturalistic Tasks And Cognitive Interviews In A Validation Study Of A Web-Based Assessment Of Evaluation Skills
In this work, we use an argument-based approach to assessment validation to investigate the extent to which iSkills test scores can support inferences about the ability of college students to evaluate information in a digital environment.
Introduction James Pellegrino’s influential research on student learning, instruction, and assessment has helped shape how students learn in the 21st century. In this paper, Pellegrino reflects on the need for substantial change in what we expect students to know and be able to do in science, how science should be taught, and how science competency […]