An Adaptive Assessment System with Knowledge Representation and Visual Feedback

An Adaptive Assessment System with Knowledge Representation and Visual Feedback

Speaker: Joaquim Fernando Silva [email protected] Francisco Restivo [email protected]

September 28, 2012 Villach, Austria

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Agenda

September, 28 2012

J. F. Silva & F. Restivo ICL 2012 Villach Austria

• Goal Research

• Research Problem

• Research Hypothesis & Question

• Adaptive Assessment Systems

• General Architecture

• Solution Approach

• Conclusions and Ongoing Work

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Goal Research

• Regulate the education process.

• Design a technological artefact for formative

adaptive assessment.

• Effectively monitor student’s learning

achievements.

• Get student’s involvement through visual

feedback.

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Goal Research• Use assessment as individual/class awareness.

• Deliver an effective feedback assessment tool

for a teaching-learning system.

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Research Problem• Assessment missed opportunity in education.• Students are not motivated or engaged in

learning activities.• Teachers aspire to find the average student.

• Students with difficulties :– make small gains in school performance.– academic achievement gap widens year after

year.

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Adaptive Assessment Systems

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• Different approaches:– Presentation (color schemes, layouts,

functionalities);– Curriculum sequencing; – Problem-solving;– Evidence based (knowledge, skills, attitudes).

• Several processes:– Tests (item based);– Questions (curriculum and rule based). My Focus

My Focus

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Research HypothesisStudents desire immediate results during the learning process and quantitative measures to differentiate themselves.

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Research QuestionHow to use technology, for formative assessment, in formal learning contexts to individually infer which knowledge each student is acquiring and identify the learning strengths and weaknesses.

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General Architecture

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Domain ModulePedagogical

Module

Feedback Module

Activities Module

Teacher

Student

Student Module Environment

Module

Modules:• Domain

Supports the domain/concepts structure.• Activities

Defines, classifies and stores activities for assessment tests.

• Pedagogical Defines the instructional method and the multiple concepts/ activities sequences.

• StudentStores student’s profile and log information when doing the tests.

• FeedbackTransmits, using text and graphics, the test results and gives hints to students.

• EnvironmentWeb/desktop/game/mobile based.

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Solution Approach Adaptive assessment

– Static dimension based on a structured domain knowledge;

– Dynamic dimension based on student’s performance and curriculum sequence;

– Modelling student behaviour (age, sex, learning style, reaction towards failure, future commitment) within assessment patterns.

– Centred in the first three lower Bloom’s Taxonomies (remembering, understanding and applying).

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Solution Approach

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•Static for the knowledge domain, using a Treemap graphic;

Visual Feedback

•Dynamic for the student performance, using a time-oriented graphic (PeopleGarden).

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Solution Approach

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Adaptive Assessment System

Teacher nStudent nRegister

Profile

Global Reports

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Choose Domain

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ClassCreate Class Choose Class

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*«uses»«extends»

«extends»

Teacher n

Teacher n

Student 1

Student n

Student 2

Student 1

Student n

Student 2

Author Activities

Structure Concepts

Define Abilities

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On Line AssessmentTest

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«uses»

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Feedback Results

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«uses»

Define Rules

Classify Activities

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Use CaseTeacher: Creates class; Choose domain; Authors, classifies activities; Structure concepts; Defines rules and abilities.

Student: Register and fill profile; Choose class and domain; Defines global reports; Do online assessment tests; Visualizes feedback results.

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Solution Approach

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Proof of Concept

Experimental work in a high school context;

Assessment artefact in Web and mobile based environments;

A test pilot school experiment with multiple domains (disciplines) and school levels (years);

Online survey for qualitative measuring the tool impact in terms of interest, changing attitudes towards learning and improving knowledge acquisition.

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Some Conclusions

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Teacher Provides knowledge domain structure as individual

basis, difficulty in sharing; Slow changes in teaching patterns;

Student Appealing interest in visual representations; Emotional and intuitive thinkers; On-demand for personalised feedback; Media interaction provides deeper insight; Social dimension reaches individual learning

awareness.

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Ongoing Work• Complete the evaluation experiment in the High

School ;• Inquiry teachers and students about the tool

usefulness;• Design the interactive visual feedback;• Qualitative analysis on changing teacher’s

attitude and student’s impact of visual assessment feedback.

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Thank you for listening.Any questions are welcome.

Faculty of Engineering at University of Porto

PORTUGAL

Soon more information available at:

J. F. Silva & F. RestivoSeptember 28 2012 ICL 2012 Villach Austria

Joaquim Fernando Silva [email protected]


Education

An Adaptive Assessment System with Knowledge Representation and Visual Feedback