Extending LMS to Support IRT-Based Assessment Test Calibration

Developing unambiguous and challenging assessment material for measuring educational attainment is a time-consuming, labor-intensive process. As a result Computer Aided Assessment (CAA) tools are becoming widely adopted in academic environments in an effort to improve the assessment quality and deliver reliable results of examinee performance. This paper introduces a methodological and architectural framework which embeds a CAA tool in a Learning Management System (LMS) so as to assist test developers in refining items to constitute assessment tests. An Item Response Theory (IRT) based analysis is applied to a dynamic assessment profile provided by the LMS. Test developers define a set of validity rules for the statistical indices given by the IRT analysis. By applying those rules, the LMS can detect items with various discrepancies which are then flagged for review of their content. Repeatedly executing the aforementioned procedure can improve the overall efficiency of the testing process

LMS assessment: using IRT analysis to detect defective multiple-choice test items

Due to the computerisation of assessment tests, the use of Item Response Theory (IRT) has become commonplace for educational assessment development, evaluation and refinement. When used appropriately by a Learning Management System (LMS), IRT can improve the assessment quality, increase the efficiency of the testing process and provide in-depth descriptions of item properties. This paper introduces a methodological and architectural framework which embeds an IRT analysis tool in an LMS so as to extend its functionality with assessment optimisation support. By applying a set of validity rules to the statistical indices produced by the IRT analysis, the enhanced LMS is able to detect several defective items from an item pool which are then reported for reviewing of their content. Assessment refinement is achieved by repeatedly employing this process until all flawed items are eliminated

Persuasive mathematics courseware design model for special need children

There has been a big growth on number of research of courseware design model for children with special needs. A lot of people interested in this topic. However, there is still lack of courseware design model for children with special needs especially in learning mathematics. Reviews from literatures indicate that content application such as courseware specifically designed to cater for the needs of children with special needs in learning is highly scarce. It is found that most of the existing content applications including courseware have focused on the needs of normal learners, in which most of this courseware means too little to the children with special needs learners with their own problem of learning difficulty. Across many courseware reviewed in this research, only two of them are for learning mathematics. Children with special needs required special module or syllabus that can fit in well with their impairment. Thus, this study aims at studying the core element needed in education courseware for children with special needs. In this study, six courseware components have been proposed; which are Structural Component, Content Composition, Design Guideline, Learning Theory, Learning Approach and Technology. To test the design model, some pre-tests and post-tests, observations and evaluations are conducted. The result of the test shows the improvement in their mathematical skill. In addition, the children have shown positive behaviour change in learning mathematics throughout the testing period. Furthermore, the result has also been acknowledged by expert as a useful learning tool for the children with special needs. In this study, MyMath has been proven to be an effective courseware for learning mathematic among children with special needs

Personality representation: predicting behaviour for personalised learning support

The need for personalised support systems comes from the growing number of students that are being supported within institutions with shrinking resources. Over the last decade the use of computers and the Internet within education has become more predominant. This opens up a range of possibilities in regard to spreading that resource further and more effectively. Previous attempts to create automated systems such as intelligent tutoring systems and learning companions have been criticised for being pedagogically ineffective and relying on large knowledge sources which restrict their domain of application. More recent work on adaptive hypermedia has resolved some of these issues but has been criticised for the lack of support scope, focusing on learning paths and alternative content presentation. The student model used within these systems is also of limited scope and often based on learning history or learning styles.This research examines the potential of using a personality theory as the basis for a personalisation mechanism within an educational support system. The automated support system is designed to utilise a personality based profile to predict student behaviour. This prediction is then used to select the most appropriate feedback from a selection of reflective hints for students performing lab based programming activities. The rationale for the use of personality is simply that this is the concept psychologists use for identifying individual differences and similarities which are expressed in everyday behaviour. Therefore the research has investigated how these characteristics can be modelled in order to provide a fundamental understanding of the student user and thus be able to provide tailored support. As personality is used to describe individuals across many situations and behaviours, the use of such at the core of a personalisation mechanism may overcome the issues of scope experienced by previous methods.This research poses the following question: can a representation of personality be used to predict behaviour within a software system, in such a way, as to be able to personalise support?Putting forward the central claim that it is feasible to capture and represent personality within a software system for the purpose of personalising services.The research uses a mixed methods approach including a number and combination of quantitative and qualitative methods for both investigation and determining the feasibility of this approach.The main contribution of the thesis has been the development of a set of profiling models from psychological theories, which account for both individual differences and group similarities, as a means of personalising services. These are then applied to the development of a prototype system which utilises a personality based profile. The evidence from the evaluation of the developed prototype system has demonstrated an ability to predict student behaviour with limited success and personalise support.The limitations of the evaluation study and implementation difficulties suggest that the approach taken in this research is not feasible. Further research and exploration is required –particularly in the application to a subject area outside that of programming