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An Adaptive Assessment System with Knowledge Representation and Visual Feedback

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  • 1. September 28, 2012Villach, Austria An Adaptive Assessment System with Knowledge Representation and Visual Feedback Speaker: Joaquim Fernando Silva joaquim.silva@fe.up.pt Francisco Restivo fjr@fe.up.pt 1
  • 2. Agenda • Goal Research • Research Problem • Research Hypothesis & Question • Adaptive Assessment Systems • General Architecture • Solution Approach • Conclusions and Ongoing Work September, 28 2012 J. F. Silva & F. Restivo ICL 2012 Villach Austria 2
  • 3. 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. September, 28 2012 J. F. Silva & F. Restivo ICL 2012 Villach Austria 3
  • 4. Goal Research • Use assessment as individual/class awareness. • Deliver an effective feedback assessment tool for a teaching-learning system. September, 28 2012 J. F. Silva & F. Restivo ICL 2012 Villach Austria 4
  • 5. 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. September 28, 2012 J. F. Silva & F. Restivo ICL 2012 Villach Austria 5
  • 6. Adaptive Assessment Systems • Different approaches: – Presentation (color schemes, layouts, functionalities); – Curriculum sequencing; My Focus – Problem-solving; – Evidence based (knowledge, skills, attitudes). • Several processes: – Tests (item based); – Questions (curriculum and rule based). My Focus September, 28 2012 J. F. Silva & F. Restivo ICL 2012 Villach Austria 6
  • 7. Research Hypothesis Students desire immediate results during the learning process and quantitative measures to differentiate themselves.Research Question How 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. September 28, 2012 J. F. Silva & F. Restivo ICL 2012 Villach Austria 7
  • 8. General ArchitectureModules:• Domain Supports the domain/concepts structure. Teacher• Activities Defines, classifies and stores activities for assessment tests. Activities Module Domain Module Pedagogical• Pedagogical Module Defines the instructional method and the multiple concepts/ activities sequences.• Student Environment Module Feedback Module Student Module Stores student’s profile and log information when doing the tests.• Feedback Transmits, using text and graphics, the Student test results and gives hints to students.• Environment Web/desktop/game/mobile based. September 28, 2012 J. F. Silva & F. Restivo ICL 2012 Villach Austria 8
  • 9. 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). September 28, 2012 J. F. Silva & F. Restivo ICL 2012 Villach Austria 9
  • 10. Solution Approach Visual Feedback•Static for the knowledgedomain, using a Treemapgraphic;•Dynamic for the studentperformance, using a time-oriented graphic(PeopleGarden). September 28, 2012 J. F. Silva & F. Restivo ICL 2012 Villach Austria 10
  • 11. Solution Approach Use Case * Adaptive Assessment System «extends» «uses» * Create Class Class Choose Class Teacher: -End37 «extends» -End40 Creates class; * * -End33 * * * -End36 -End28 -End34 -End35 -End32 -End30 -End38 Choose Domain -End39 -End22 * Choose domain; -End24 -End26 * * * * * * * -End27 Teacher n Authors, classifies activities; Register Student n -End21 * * -End29 Structure concepts; -End23 Profile * Defines rules and abilities. * -End31 Global Reports -End25 * +End2 Author Activities Student: -End4 * «uses» -End8 Register and fill profile; Classify Activities * -End10 «uses» -End3 +End1 -End5 -End5 * -End5 -End6 -End7 -End9 * Choose class and domain; «uses» -End11 ** On Line Assessment Student 1 -End12 * Structure Concepts * Test * * * * * «uses» Student 2 * Defines global reports; -End6 «uses» Teacher n Define Rules * Do online assessment tests; «uses» Student n -End6 Define Abilities * * Visualizes feedback results. -End18 -End15 * * * -End17 -End19 -End20 * Feedback Results -End16 Student 1 -End14 -End13 ** * Student 2 Teacher n Student n September 28, 2012 J. F. Silva & F. Restivo ICL 2012 Villach Austria 11
  • 12. Solution ApproachProof 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. September 28, 2012 J. F. Silva & F. Restivo ICL 2012 Villach Austria 12
  • 13. Some ConclusionsTeacher 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. September 28, 2012 J. F. Silva & F. Restivo ICL 2012 Villach Austria 13
  • 14. 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. September 28, 2012 J. F. Silva & F. Restivo ICL 2012 Villach Austria 14
  • 15. Thank you for listening.Any questions are welcome.Faculty of Engineering at University of Porto PORTUGAL Joaquim Fernando Silva joaquim.silva@fe.up.pt Soon more information available at: September 28 2012 J. F. Silva & F. Restivo ICL 2012 Villach Austria 15