Development of Adaptive Formative Assessment System Using Computerized Adaptive Testing and Dynamic Bayesian Networks
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Online formative assessments in e-learning systems are increasingly of interest in the field of education. While substantial research into the model and item design aspects of formative assessment has been conducted, few software systems embodied with a psychometric model have been proposed to allow us to adaptively implement formative assessments. This study aimed to develop an adaptive formative assessment system, called computerized formative adaptive testing (CAFT) by using artificial intelligence methods based on computerized adaptive testing (CAT) and Bayesian networks as learning analytics. CAFT can adaptively administer personalized formative assessment to a learner by dynamically selecting appropriate items and tests aligned with the learner’s ability. Forty items in an item bank were evaluated by 410 learners, moreover, 1000 learners were recruited for a simulation study and 120 learners were enrolled to evaluate the efficiency, validity, and reliability of CAFT in an application study. The results showed that, through CAFT, learners can adaptively take item s and tests in order to receive personalized diagnostic feedback about their learning progression. Consequently, this study highlights that a learning management system which integrates CAT as an artificially intelligent component is an efficient educational evaluation tool for a remote personalized learning service.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it