In a test, the testing score would be closer to examinee’s actual ability when careless mistakes were corrected. In CAT, however, changing the answer of one item in CAT might cause the following items no longer appropriate for estimating the examinee’s ability. These inappropriate items in a reviewable CAT might in turn introduce bias in ability estimation and decrease precision. An early propo...

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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...

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...