Enhancing Item Response Theory for Cognitive Diagnosis

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 interpretable parameters (i.e., student latent trait, question discrimination, and difficulty) for analyzing student performance. However, traditional IRT ignores the rich information in question texts, cannot diagnose knowledge concept proficiency, and it is inaccurate to diagnose the parameters for the questions which only appear several times. To this end, in this paper, we propose a general Deep Item Response Theory (DIRT) framework to enhance traditional IRT for cognitive diagnosis by exploiting semantic representation from question texts with deep learning. In DIRT, we first use a proficiency vector to represent students' proficiency in knowledge concepts and embed question texts and knowledge concepts to dense vectors by Word2Vec. Then, we design a deep diagnosis module to diagnose parameters in traditional IRT by deep learning techniques. Finally, with the diagnosed parameters, we input them into the logistic-like formula of IRT to predict student performance. Extensive experimental results on real-world data clearly demonstrate the effectiveness and interpretation power of DIRT framework.Comment: Accepted by CIKM'2019. https://github.com/chsong513/DIR

Domain Adaption for Knowledge Tracing

With the rapid development of online education system, knowledge tracing which aims at predicting students' knowledge state is becoming a critical and fundamental task in personalized education. Traditionally, existing methods are domain-specified. However, there are a larger number of domains (e.g., subjects, schools) in the real world and the lacking of data in some domains, how to utilize the knowledge and information in other domains to help train a knowledge tracing model for target domains is increasingly important. We refer to this problem as domain adaptation for knowledge tracing (DAKT) which contains two aspects: (1) how to achieve great knowledge tracing performance in each domain. (2) how to transfer good performed knowledge tracing model between domains. To this end, in this paper, we propose a novel adaptable framework, namely adaptable knowledge tracing (AKT) to address the DAKT problem. Specifically, for the first aspect, we incorporate the educational characteristics (e.g., slip, guess, question texts) based on the deep knowledge tracing (DKT) to obtain a good performed knowledge tracing model. For the second aspect, we propose and adopt three domain adaptation processes. First, we pre-train an auto-encoder to select useful source instances for target model training. Second, we minimize the domain-specific knowledge state distribution discrepancy under maximum mean discrepancy (MMD) measurement to achieve domain adaptation. Third, we adopt fine-tuning to deal with the problem that the output dimension of source and target domain are different to make the model suitable for target domains. Extensive experimental results on two private datasets and seven public datasets clearly prove the effectiveness of AKT for great knowledge tracing performance and its superior transferable ability