Automated scoring of student responses to open-ended questions, including short-answer questions, has great potential to scale to a large number of responses. Recent approaches for automated scoring rely on supervised learning, i.e., training classifiers or fine-tuning language models on a small number of responses with human-provided score…

Item response theory (IRT) is a popular method to infer student abilities and item difficulties from observed test responses. However, IRT struggles with two challenges: How to map items to skills if multiple skills are present? And how to infer the ability of new students that have not been part of the training data? Inspired by recent advances…

Organizing exams or competitions with multiple choice questions and assessment by technology today is something that happens in many educational institutions around the world. These kinds of exams or tests as a rule are done by answering questions in a so-called answer sheet form. In this form, each student or participant in the exam is obliged to…

The use of technology for teaching and learning has created a paradigm shifting in learning environments and learning process, and also the paradigm shifting has also affected the assessment processes. In addition to these, online environments provide more opportunities to assess of the learners. In this study, the Adaptive Mastery Testing (AMT)…

This research synthesizes studies that used a Digitalized Interactive Component (DIC) to assess K-12 student mathematics performance during Computer-based-Assessments (CBAs) in mathematics. A systematic search identified ten studies that categorized existing DICs according to the tools that provided language assistance to students and tools that…

This paper attempts to quantify the accuracy limit of "nextitem-correct" prediction by using numerical optimization to estimate the student's probability of getting each question correct given a complete sequence of item responses. This optimization is performed without an explicit parameterized model of student behavior, but with the…

This paper reports on a design-based implementation study of the use of a diagnostic classroom assessment tool framed on learning trajectories (LTs) for middle grades mathematics, where teachers and students are provided immediate data on students' progress along LTs. The study answers the question: "How can one characterize the challenges…

In online educational systems we can easily collect and analyze extensive data about student learning. Current practice, however, focuses only on some aspects of these data, particularly on correctness of students answers. When a student answers incorrectly, the submitted wrong answer can give us valuable information. We provide an overview of…

iBank is a project that utilizes a software to create an item Bank that store quality questions, generate test and print exam. The items are from analyze teacher-constructed test questions that provides the basis for discussing test results, by determining why a test item is or not discriminating between the better and poorer students, and by…

Different computational models for generating analogies of the form "A is to B as C is to D" have been proposed over the past 35 years. However, analogy generation is a challenging problem that requires further research. In this article, we present a new approach for generating analogies in Multiple Choice Question (MCQ) format that can be used…

Item and test analyses can be used to revise and improve both test items and the test as a whole. Recommendations for item and test analysis practices as they are reported in commonly used measurement textbooks are summarized. A heuristic data set is used to illustrate test and item analysis practices. Techniques developed in this paper are…

The background and results of an effort to use dBASE II, a microcomputer database management package, to establish, maintain, and update an item bank useful in a complex test development process are presented. The paper explores some of the perspectives and considerations in designing such a database which make the test development process easier,…

Item response theory models arose from the inherent limitations of classical test theory methods of test analysis. A brief description of those limitations and the corresponding enhancements provided by item response models is provided. Further, an examination of the popular Rasch one-parameter latent trait model is undertaken. Specific…

This paper introduces logistic regression as a viable alternative when the researcher is faced with variables that are not continuous. If one is to use simple regression, the dependent variable must be measured on a continuous scale. In the behavioral sciences, it may not always be appropriate or possible to have a measured dependent variable on a…

A new approach to polychotomous scoring of test items, similar to "max-alpha" scaling (MAS) and known as polyweighting, has been developed. Unlike MAS, this new method of polychotomous scoring provides scoring weights for a given item that are independent of the difficulty of other items in the analysis. Moreover, the scoring weights are…