相关论文: R2DE: a NLP approach to estimating IRT parameters …

Statistical models such as those derived from Item Response Theory (IRT) enable the assessment of students on a specific subject, which can be useful for several purposes (e.g., learning path customization, drop-out prediction). However,…

Educational assessment relies heavily on knowing question difficulty, traditionally determined through resource-intensive pre-testing with students. This creates significant barriers for both classroom teachers and assessment developers. We…

Evaluation of NLP methods requires testing against a previously vetted gold-standard test set and reporting standard metrics (accuracy/precision/recall/F1). The current assumption is that all items in a given test set are equal with regards…

Knowledge of questions' difficulty level helps a teacher in several ways, such as estimating students' potential quickly by asking carefully selected questions and improving quality of examination by modifying trivial and hard questions.…

Large language models (LLMs) achieve high performance on mathematical reasoning, but these results can be inflated by training data leakage or superficial pattern matching rather than genuine reasoning. To this end, an adversarial…

Semantics based knowledge representations such as ontologies are found to be very useful in automatically generating meaningful factual questions. Determining the difficulty level of these system generated questions is helpful to…

Traditional methods for determining assessment item parameters, such as difficulty and discrimination, rely heavily on expensive field testing to collect student performance data for Item Response Theory (IRT) calibration. This study…

In certain academic systems, a student can enroll for an exam immediately after the end of the teaching period or can postpone it to any later examination session, so that the grade is missing until the exam is not attempted. We propose an…

Item response theory aims to estimate respondent's latent skills from their responses in tests composed of items with different levels of difficulty. Several models of item response theory have been proposed for different types of tasks,…

Cognitive diagnosis is a fundamental and crucial task in many educational applications, e.g., computer adaptive test and cognitive assignments. Item Response Theory (IRT) is a classical cognitive diagnosis method which can provide…

Current IR evaluation is based on relevance judgments, created either manually or automatically, with decisions outsourced to Large Language Models (LLMs). We offer an alternative paradigm, that never relies on relevance judgments in any…

Item (question) difficulties play a crucial role in educational assessments, enabling accurate and efficient assessment of student abilities and personalization to maximize learning outcomes. Traditionally, estimating item difficulties can…

Question difficulty estimation remains a multifaceted challenge in educational and assessment settings. Traditional approaches often focus on surface-level linguistic features or learner comprehension levels, neglecting the intricate…

Evaluating the abilities of learners is a fundamental objective in the field of education. In particular, there is an increasing need to assess higher-order abilities such as expressive skills and logical thinking. Constructed-response…

Retrieval-Augmented Generation (RAG) systems are widely adopted in knowledge-intensive NLP tasks, but current evaluations often overlook the structural complexity and multi-step reasoning required in real-world scenarios. These benchmarks…

The abductive natural language inference task ($\alpha$NLI) is proposed to evaluate the abductive reasoning ability of a learning system. In the $\alpha$NLI task, two observations are given and the most plausible hypothesis is asked to pick…

This study discusses an alternative tool for modeling student assessment data. The model constructs networks from a matrix item responses and attempts to represent these data in low dimensional Euclidean space. This procedure has advantages…

Item Response Theory (IRT) was originally developed in traditional exam settings, and it has been shown that the model does not readily transfer to formative assessment in the form of online homework. We investigate if this is mostly due to…

Item Response Theory becomes an increasingly important tool when analyzing ``Big Data'' gathered from online educational venues. However, the mechanism was originally developed in traditional exam settings, and several of its assumptions…

Item Response Theory (IRT) models aim to assess latent abilities of $n$ examinees along with latent difficulty characteristics of $m$ test items from categorical data that indicates the quality of their corresponding answers. Classical…