Towards IRT-based student modeling from problem solving steps
نویسندگان
چکیده
In this research, we use Item Response Theory based model for computing procedural knowledge of a sample of primary school children solving fraction addition exercises. For each exercise, the model needs to automatically construct a solution graph. We have explored different strategies for building such graphs and the effects they have on the quality of the model predictions. The results obtained shed light on the applicability of Item Response Theory for the task of measuring procedural skills and provide recommendations on the choice of IRT model adjustment.
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