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Deficiency Diagnosis TechniqueFor Confidence Based Learning
Sayan Nath, Rajeev ChatterjeeNational Institute of Technical Teachers’ Training & Research,
Kolkata, [email protected]; [email protected]
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Content• Confidence Based Learning (CBL)• Phases in CBL• State Chart Diagram• Confidence Based Assessment (CBA)• Knowledge Quadrants• Deficiency Diagnosis• Instructional Objectives• Classification of Instructional Objectives• Scope of Work• Calculation of Deficiency • Summative Performance• Prescription of Lesson Plan• Conclusion• References
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Confidence Based Learning
• Confidence Based Learning (CBL) is a newer methodology used in learning that provide a customized based learning plan.
• Unlike other methodologies, CBL, first identifies the knowledge gaps and based on the preliminary assessment provides a customized learning plan.
• Confidence Based Learning (CBL) is used in an environment where knowledge update is required on regular basis.
“Deficiency Diagnosis Technique for Confidence Based Learning” July 07-09, 2014
“Deficiency Diagnosis Technique for Confidence Based Learning”
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Phases in CBL
CBL has mainly three phases: • Diagnosis, • Prescribe and• Learn.
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Diagnose
• The system starts by diagnosing the true knowledge of learners (i.e., what they actually know vs. what they think they know.)
• The diagnose phases consists of two sub-phase namely Confidence Based Assessment (CBA) and Deficiency Diagnosis.
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Prescribe
• In the prescribe phase, the system prepare a learning plan for an individual learner.
• The learning plan is prepared based on the knowledge gaps identified during the diagnosis phase.
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Learn
• In learning phase, the learner start learning the content to fill up the knowledge gaps identified during diagnosis phase.
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State Chart Diagram for
CBL
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Confidence Based
Assessment
Deficiency Diagnosis
Initial state
Final state
Prescribe
Learn
Critical knowledge & Skill Gap Identified
Learning Content Delivered
Fulfilment of Critical knowledge & Skill Gaps
Identification of Knowledge & Skill Gaps
Diagnosis
Update
MCQ
Development
Content
Development
Development
Learner during the assessment
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Confidence Based Assessment
• Confidence based assessment (CBA) is concerned with proper assessment of an individual learner’s knowledge and the level of confidence she has in her knowledge.
• The assessment is known as 2-dimentional assessment where both knowledge and confidence level of an individual learner can be simultaneously be identified.
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Outcome of CBA
• CBA applied to any individual learner will provide an outcome in form of a knowledge pattern and confidence level
• The outcome of the CBA will be provided to the deficiency diagnosis for the purpose of prescribing the learning plan for a particular learner.
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Knowledge Quadrants
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Uninformed
• Knowledge that a learner has not acquired yet.
• Someone who is uninformed is unlikely to act, which can result in a state of paralysis.
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Misinformed
• Knowledge a learner confidently believes to be correct, but which is actually incorrect.
• Those who have confidence in wrong information (misinformation) will very likely make mistakes on the job, which puts companies at the most risk.
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Doubt
• Knowledge a learner believes to be correct, but an element of doubt exists that may cause the learner not to act on that knowledge.
• Someone who harbours doubt may be correct on a certification, but is likely to act with hesitation or not act at all.
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Mastery
• Knowledge a learner knows confidently that is correct, and which will likely be applied correctly in practice.
• Learners who have correct knowledge and a high degree of confidence in their knowledge (mastery) are masters of that knowledge domain.
• These learners are likely to act and act correctly, resulting in higher performing and more productive learners who make fewer mistakes.
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Deficiency Diagnosis
• Deficiency diagnosis takes the outcome of CBA and provides judgement with respect to knowledge gaps for an individual learner.
• This becomes instrumental in prescribing a learning plan for the particular learner.
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Pre-requisite for Deficiency Diagnosis
• Each of the MCQ will corresponds to an Instructional Objectives defined in the aggregation.
• Each of the MCQ should have multiple level of confidence factor. In principle it can varies from 2 to 5.
• A learner has to answer each MCQ along-with confidence level failing which the MCQ will be considered as not attempted.
• Each of the MCQ will have only one correct answer• A learner will qualify if and only if she reaches
mastery level.
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Instructional Objectives
• Instructional objectives clearly define what a learner will be able to performs after she goes through the learning objects.
• Instructional objectives may also be called performance objectives, behavioural objectives, or simply objectives.
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Instructional Objectives contd…
• This also helps content developer or the instructor to development assessment based on the Instructional Objectives.
• These provide some sort of accountability towards the learning.
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Characteristics of Instructional Objectives
• Specific: the objectives should precisely describe what the learner is expected to do.
• Outcome based: this state that what the learner is expected to perform after completion of learning; however it is not concerned with how the learning takes place.
• Measurable: it should describe how the learning outcomes can be measured, and
• Describes the learner's behaviour after learning: the instructional objectives should relate to the performance of the learner.
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Scope of work
• It is being proposed an entire curriculum will be divided into a number of organizations.
• Each organization will have more than one aggregations.
• Each of these aggregation will have multiple Instructional Objectives.
• The content development model for each of the aggregation for learning and assessment will be based on these Instructional Objectives.
• The content developer will also develop MCQ based on these Instructional Objectives.
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Components of Curriculum
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Curriculum
Organization
Aggregation
Organization Organization Organization
AggregationAggregation
1Instructional Objective 12Instructional Objective 2 … …K Instructional Objective n
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Activities in Phases
The entire activity of designing the content for an aggregation, development of set of MCQ, and performing the deficiency diagnosis is divided into two phases: • Phase I: Content Development & MCQ
development• Phase II: CBA and Deficiency Diagnosis
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Phase I
• Learning content has to be developed based on Instructional objectives for each of the aggregation.
• Learning content is develop at two level: superficial level, where doubts may be cleared as well as in detailed level, where detail knowledge updates are presented.
• Set of MCQ in sufficient number needs to be developed relating to the appropriate Instructional Objectives.
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Phase II
• In order to measure the deficiency that the learner has towards any aggregation, the learner is passed through the process of deficiency diagnosis.
• Deficiency diagnosis is performed by taking input as the performance of a learner obtained during her Confidence Based Assessment (CBA).
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Assumption for mapping deficiency
• Each MCQ has only one correct answer• Each answer for an individual MCQ will have 3
level of confidence.• Each MCQ has four option• Each MCQ will be related to one instructional
objective• The average weightage of the answer
provided by the learner is to be calculated on the basis of formula given below
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Average Weightage (Avg. wt.) calculation
for Deficiency
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• n= total number of MCQ a learner has answered in reference to an individual instructional objective.
• CLk is the level of confidence a learner has in the individual answer to each MCQ.
• Further it is proposed that for each correct answer (ansk) there is “+1” marks and for each incorrect answer (ansk) ther is “-1” marks obtained by the learner
• The individual weight is calculated as the product of answer of MCQ (ansk) and confidence level (CLk) in that particular MCQ.
Avg.wt.= (𝑎𝑛𝑠𝑘 ∗𝐶𝐿𝑘𝑛
𝑘=1 )/𝑛
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Summative Performance
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Percentage of Avg. Weightage Summative Performance
80 to 100 Mastery
50 to 79 Doubt
0 to 49 Uninformed
Negative Marks Misinformed
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Prescription of Learning Plan
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Summative Performance Learning Plan
Mastery No learning content is required
Doubt Learning at superficial level is required
Uninformed Detailed learning content is required
Misinformed Detailed learning content is required
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A Typical Example
A typical example for Automobile Mechanic Course
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Instructional Objectives for an Aggregation
The following instructional objectives will be required to be attained for mastery of the aggregation:“Maintenance of Braking System”.• Clean and service components of the braking system,• Check brake fluids,• Identify any leakage in the brake fluid circuits,• Change brake shoes and adjust brake shoe settings,• Identify any noise in the braking system, and• Adjust clearance of brake pedal.
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Conclusion
• In the proposed research paper the authors have tried to find out deficiency diagnosis based on the individual instructional objectives.
• The deficiencies were identified in the form of crisp set of instructional objectives.
• In future there is a scope that deficiency may be identified by applying fuzzy inference system, where fuzzification of the instructional objectives may be done for more appropriate relationship with Instructional Objectives and Learning Content.
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References[1] http://en.wikipedia.org/wiki/Confidence-based_learning[2] R. Chatterjee, S. Mukherjee, R. Dasgupta, “Design of an LMS for Confidence Based Learning”, Proceedings of INTED 2011 Conference, Valencia, Spain, March 07-09, 2011, pp: 619 – 626, ISBN: 978-84-614-7423-3.[3] Serradell-Lopez E, Lara-Navarra P, Castillo-Merino P, Gonzalez-Gonzalez I, “Confidence Based Learning in Investment Analysis”, Proceedings of First International Conference, TECH-EDUCATION 2010,Athens, Greece, May 19-21, 2010. [4] http://www.moodle.org[5] N. Chaki, R. Dasgupta, “A learners’ quanta based framework for identification of requirements and automated design of dynamic web based courseware” Proc. of 14th Monterey Workshop 2007. [6] S. Ray, N. Chaki, R. Dasgupta, “Design of an adaptive web based courseware”, Proc. of IASTED Int’l Conf. on Intelligent Systems and Control, USA 2004. [7] S. Sengupta, N. Chaki, R. Dasgupta, “Design of a Learning management System on LTSA Framework” Proc. of the 7th WSEAS Int’l. Conf. on Education and educational Technology, Italy 2008.[8] Vassileva J, Deters R, “Dynamic courseware generation on the www”, British journal of Educational Technology, Vol. 29, No. 1 (1997)[9] Adams T.M, Ewen G.W, “The importance of confidence in Improving Educational Outcomes” 25th Annual Conference on Distance Teaching & Learning, University of Wisconsin, Madison, 2009
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