Abstract
We describe an approach to using ICT for assessing mathematics achievement of pupils using learning environments for mathematics. In particular, we look at fine-grained cognitive assessment of free-form answers to math story problems, which requires determining the steps a pupil takes towards a solution, together with the high-level solution approach used by the pupil. We recognise steps and solution approaches in free-form answers and use this information to update a user model of mathematical competencies. We use the user model to find out for which student competencies we need more evidence of mastery, and determine which next problem to offer to a pupil. We describe the results of our fine-grained cognitive assessment on a large dataset for one problem, and report the results of two pilot studies in different European countries.
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Mathematics Education in Europe: Common Challenges and National Policies, 2011.
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Strategic Framework for European Cooperation in Education and Training, ET 2020.
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Key Data on Education in Europe 2012.
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Acknowledgements
The Advise-Me project has received funding from the European Union’s ERASMUS+ Programme, Strategic Partnerships for school education for the development of innovation, under grant agreement number 2016-1-NL01-KA201-023022. For more information, visit http://advise-me.ou.nl.
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Heeren, B. et al. (2018). Fine-Grained Cognitive Assessment Based on Free-Form Input for Math Story Problems. In: Pammer-Schindler, V., Pérez-Sanagustín, M., Drachsler, H., Elferink, R., Scheffel, M. (eds) Lifelong Technology-Enhanced Learning. EC-TEL 2018. Lecture Notes in Computer Science(), vol 11082. Springer, Cham. https://doi.org/10.1007/978-3-319-98572-5_20
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DOI: https://doi.org/10.1007/978-3-319-98572-5_20
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