## 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 |
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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 | |

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 |
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Volume | 11082 |

ISSN | 0302-9743 |

### Conference

Conference | 13th European Conference on Technology Enhanced Learning |
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Abbreviated title | EC-TEL 2018 |

Country/Territory | United Kingdom |

City | Leeds |

Period | 3/09/18 → 6/09/18 |

Internet address |

## Keywords

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