Name: WESLEY PEREIRA DA SILVA
Publication date: 19/05/2023
Advisor:
Name |
Role |
|---|---|
| ELIAS SILVA DE OLIVEIRA | Advisor |
Examining board:
| Name |
Role |
|---|---|
| ELIAS SILVA DE OLIVEIRA | Advisor |
Summary: A common challenge to the areas of knowledge is the construction of teaching strategies that are
sufficiently general to suit audiences with varied learning profiles. Usually, the teacher defines his teaching plan
according to learning objectives, which are evaluated through the expression of latent traits that denote proficiency
on the part of the subject being examined. Thus, intelligent techniques and technological tools are opportune to
contribute to increasing the quality of teaching and reducing the teaching effort in the execution of complex activities
such as, for example: formulation of assessment items, application of tests and provision of feedback to students.
The formal rigor in the creation of instruments for assessment, tabulation and calculation of grades is a key factor to
avoid bias in conducting the assessment of learning and estimating the ability of students. Student performance is
the first dimension to be considered in the assessment. The grouping of similar performances allows characterizing
groups that represent learning profiles. Self-assessment and peer assessment are techniques to stimulate the
student’s self-criticism in relation to himself and his classmates, seeking to discourage evaluative biases by
encouraging the examinee’s coherence when exercising the role of evaluator. The logistic models derived from
Psychometrics allow the quantitative characterization of the evaluation items, allowing the measurement of
qualitative aspects, such as: difficulty, discrimination and propensity to kick. With psychometric models, the
probability of success of the subject can be predicted when being evaluated with a certain item. Finally, the use of
Natural Language Processing provides the selection of items by content similarity with a search expression, which
represents a subject to be retrieved in a set of the test items bank. In this way, we seek to propose a method of
creating individualized assessment trail, composed of a sequence of activities in a certain order appropriate to the
ability of the examinee. Thus, we present an intelligent computerized adaptive test approach, whose execution
configuration is adjustable to qualitative, quantitative and/or content teaching strategies related to pre-defined
terms. The contribution envisaged with such a proposal is to extrapolate a two-dimensional parameter space of the
evaluations, composed of the examinee’s performances and scores achieved by item; for a multidimensional space
that considers the characteristics of the items in psychometric and semantic terms, as well as the characteristics of
the examinees and historical data of subjects with similar trajectories.
