By Jean P. Gonçalves, Sandra M. Aluisio, Leandro H. M. de Oliveira (auth.), James C. Lester, Rosa Maria Vicari, Fábio Paraguaçu (eds.)
This booklet constitutes the refereed complaints of the seventh overseas convention on clever Tutoring structures, ITS 2004, held in Macei?, Alagoas, Brazil in August/September 2004.
The seventy three revised complete papers and 39 poster papers offered including abstracts of invited talks, panels, and workshops have been conscientiously reviewed and chosen from over a hundred and eighty submissions. The papers are geared up in topical sections on adaptive trying out, have an effect on, architectures for ITS, authoring structures, cognitive modeling, collaborative studying, average language discussion and discourse, review, computing device studying in ITS, pedagogical brokers, scholar modeling, and instructing and studying strategies.
Read Online or Download Intelligent Tutoring Systems: 7th International Conference, ITS 2004, Maceió, Alagoas, Brazil, August 30 - September 3, 2004. Proceedings PDF
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Additional info for Intelligent Tutoring Systems: 7th International Conference, ITS 2004, Maceió, Alagoas, Brazil, August 30 - September 3, 2004. Proceedings
And since the main goal of the test is to estimate student knowledge in these topics. The remaining estimations can be considered as a collateral effect. Additionally, this model guarantees content-balanced tests. The adaptive selection engine itself tends to select the item that makes the estimation more accurate . If several topics are assessed, the selection mechanism is separated in two phases. In the first one, it will select the topic whose student knowledge distribution is the least accurate.
The selection and finalization criteria are based on theoretically based procedures that can be controlled with parameters. These parameters define the required assessment accuracy. The number of items is not fixed, and each student usually takes different sequences of items, and even different items. The basic elements in the development of a CAT are: 1) The response model associated to each item: This model describes how students answer the item depending on their knowledge level. 2) The item pool: It may contain a large number of correctly calibrated items at each knowledge level.
Proceedings of International Conference on Computers and their Applications (1997) 181-185 3. , Barcelos, I. : How to learn the many unwritten “Rules of the Game” of the Academic Discourse: A hybrid Approach based on Critiques and Cases. Proceedings of the IEEE International Conference on Advanced Learning Technologies, Madison/Wisconsin (2001) 257-260 4. Aluísio, S. , Aquino, V. , Oliveira JR, O. : High Order Skills with Partial Knowledge Evaluation: Lessons learned from using a Computer-based Proficiency Test of English for Academic Purposes.