Fine-Grained Cognitive Assessment Based on Free-Form Input for Math Story Problems

B.J. Heeren; J.T. Jeuring; Sergey Sosnovsky; Paul Drijvers; Peter Boon; Sietske Tacoma; Jesse  Koops; Armin Weinberger; Brigitte Grugeon-Allys; Francoise  Chenevotot-Quentin; Jorn van Wijk; Ferdinand van Walree

doi:10.1007/978-3-319-98572-5_20

Fine-Grained Cognitive Assessment Based on Free-Form Input for Math Story Problems

B.J. Heeren, J.T. Jeuring, Sergey Sosnovsky, Paul Drijvers, Peter Boon, Sietske Tacoma, Jesse Koops, Armin Weinberger, Brigitte Grugeon-Allys, Francoise Chenevotot-Quentin, Jorn van Wijk, Ferdinand van Walree

Research output: Chapter in Book/Report/Conference proceeding › Conference Article in proceeding › Academic › peer-review

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Abstract

We describe an approach to using ICT for assessing mathematics achievement of pupils using learning environments for mathematics. In particular, we look at fine-grained cognitive assessment of free-form answers to math story problems, which requires determining the steps a pupil takes towards a solution, together with the high-level solution approach used by the pupil. We recognise steps and solution approaches in free-form answers and use this information to update a user model of mathematical competencies. We use the user model to find out for which student competencies we need more evidence of mastery, and determine which next problem to offer to a pupil. We describe the results of our fine-grained cognitive assessment on a large dataset for one problem, and report the results of two pilot studies in different European countries.

Original language	English
Title of host publication	Lifelong Technology-Enhanced Learning
Subtitle of host publication	EC-TEL 2018
Place of Publication	Cham
Publisher	Springer
Pages	262-276
Number of pages	15
ISBN (Electronic)	9783319985725
ISBN (Print)	9783319985718
DOIs	https://doi.org/10.1007/978-3-319-98572-5_20
Publication status	Published - 14 Aug 2018
Event	13th European Conference on Technology Enhanced Learning: Lifelong Technology-Enhanced Learning (EC-TEL 2018) - Leeds, United Kingdom Duration: 3 Sept 2018 → 6 Sept 2018 https://link.springer.com/conference/ectel

Publication series

Series	Lecture Notes in Computer Science
Volume	11082
ISSN	0302-9743

Conference

Conference	13th European Conference on Technology Enhanced Learning
Abbreviated title	EC-TEL 2018
Country/Territory	United Kingdom
City	Leeds
Period	3/09/18 → 6/09/18
Internet address	https://link.springer.com/conference/ectel

Keywords

Free-form input
Math story problems
Solution strategies
Step-based assessment
User modelling

Access to Document

10.1007/978-3-319-98572-5_20

Fine-Grained Cognitive Assessment Based on Free-Form Input for Math Story ProblemsFinal published version, 1.76 MBLicence: Taverne

Cite this

Heeren, B. J., Jeuring, J. T., Sosnovsky, S., Drijvers, P., Boon, P., Tacoma, S., Koops, J., Weinberger, A., Grugeon-Allys, B., Chenevotot-Quentin, F., van Wijk, J., & van Walree, F. (2018). Fine-Grained Cognitive Assessment Based on Free-Form Input for Math Story Problems. In Lifelong Technology-Enhanced Learning: EC-TEL 2018 (pp. 262-276). Springer. https://doi.org/10.1007/978-3-319-98572-5_20

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title = "Fine-Grained Cognitive Assessment Based on Free-Form Input for Math Story Problems",

abstract = "We describe an approach to using ICT for assessing mathematics achievement of pupils using learning environments for mathematics. In particular, we look at fine-grained cognitive assessment of free-form answers to math story problems, which requires determining the steps a pupil takes towards a solution, together with the high-level solution approach used by the pupil. We recognise steps and solution approaches in free-form answers and use this information to update a user model of mathematical competencies. We use the user model to find out for which student competencies we need more evidence of mastery, and determine which next problem to offer to a pupil. We describe the results of our fine-grained cognitive assessment on a large dataset for one problem, and report the results of two pilot studies in different European countries.",

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author = "B.J. Heeren and J.T. Jeuring and Sergey Sosnovsky and Paul Drijvers and Peter Boon and Sietske Tacoma and Jesse Koops and Armin Weinberger and Brigitte Grugeon-Allys and Francoise Chenevotot-Quentin and {van Wijk}, Jorn and {van Walree}, Ferdinand",

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doi = "10.1007/978-3-319-98572-5_20",

language = "English",

isbn = "9783319985718",

series = "Lecture Notes in Computer Science",

publisher = "Springer",

pages = "262--276",

booktitle = "Lifelong Technology-Enhanced Learning",

note = "13th European Conference on Technology Enhanced Learning : Lifelong Technology-Enhanced Learning (EC-TEL 2018), EC-TEL 2018 ; Conference date: 03-09-2018 Through 06-09-2018",

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Heeren, BJ, Jeuring, JT, Sosnovsky, S, Drijvers, P, Boon, P, Tacoma, S, Koops, J, Weinberger, A, Grugeon-Allys, B, Chenevotot-Quentin, F, van Wijk, J & van Walree, F 2018, Fine-Grained Cognitive Assessment Based on Free-Form Input for Math Story Problems. in Lifelong Technology-Enhanced Learning: EC-TEL 2018. Springer, Cham, Lecture Notes in Computer Science, vol. 11082, pp. 262-276, 13th European Conference on Technology Enhanced Learning, Leeds, United Kingdom, 3/09/18. https://doi.org/10.1007/978-3-319-98572-5_20

Fine-Grained Cognitive Assessment Based on Free-Form Input for Math Story Problems. / Heeren, B.J.; Jeuring, J.T.; Sosnovsky, Sergey et al.
Lifelong Technology-Enhanced Learning: EC-TEL 2018. Cham: Springer, 2018. p. 262-276 (Lecture Notes in Computer Science, Vol. 11082).

Research output: Chapter in Book/Report/Conference proceeding › Conference Article in proceeding › Academic › peer-review

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AU - Heeren, B.J.

AU - Jeuring, J.T.

AU - Sosnovsky, Sergey

AU - Drijvers, Paul

AU - Boon, Peter

AU - Tacoma, Sietske

AU - Koops, Jesse

AU - Weinberger, Armin

AU - Grugeon-Allys, Brigitte

AU - Chenevotot-Quentin, Francoise

AU - van Wijk, Jorn

AU - van Walree, Ferdinand

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N2 - We describe an approach to using ICT for assessing mathematics achievement of pupils using learning environments for mathematics. In particular, we look at fine-grained cognitive assessment of free-form answers to math story problems, which requires determining the steps a pupil takes towards a solution, together with the high-level solution approach used by the pupil. We recognise steps and solution approaches in free-form answers and use this information to update a user model of mathematical competencies. We use the user model to find out for which student competencies we need more evidence of mastery, and determine which next problem to offer to a pupil. We describe the results of our fine-grained cognitive assessment on a large dataset for one problem, and report the results of two pilot studies in different European countries.

AB - We describe an approach to using ICT for assessing mathematics achievement of pupils using learning environments for mathematics. In particular, we look at fine-grained cognitive assessment of free-form answers to math story problems, which requires determining the steps a pupil takes towards a solution, together with the high-level solution approach used by the pupil. We recognise steps and solution approaches in free-form answers and use this information to update a user model of mathematical competencies. We use the user model to find out for which student competencies we need more evidence of mastery, and determine which next problem to offer to a pupil. We describe the results of our fine-grained cognitive assessment on a large dataset for one problem, and report the results of two pilot studies in different European countries.

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KW - Solution strategies

KW - Step-based assessment

KW - User modelling

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SN - 9783319985718

T3 - Lecture Notes in Computer Science

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EP - 276

BT - Lifelong Technology-Enhanced Learning

PB - Springer

CY - Cham

T2 - 13th European Conference on Technology Enhanced Learning

Y2 - 3 September 2018 through 6 September 2018

ER -

Fine-Grained Cognitive Assessment Based on Free-Form Input for Math Story Problems

Abstract

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Keywords

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