Open Student Modeling Research and its Connections to Educational Assessment
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Open Student Modeling Research and its Connections to Educational Assessment Diego Zapata-Rivera 1
# International Artificial Intelligence in Education Society 2020
Abstract Research in the area of Open Student Models (OSMs) has shown that external representations of the student model can be used to facilitate educational processes such as student reflection, knowledge awareness, learning, collaboration, negotiation, and student model diagnosis. OSMs can be integrated into existing learning systems or become a framework for the creation of learning systems. This paper discusses how early work with Jim Greer in the area of open student modeling has inspired and continues to inspire a line of research on innovative assessments and the design and evaluation of score report systems that are used to share assessment/student modeling information with various educational stakeholders to support learning. Several projects are discussed as well as their connections to my work with Jim while working at the ARIES laboratory. Keywords Open student models . Score reporting systems . Educational assessment .
Indirectly visible Bayesian student models . Evidence-based interaction . Privacy and data security
Introduction Different types of external representations (e.g., graphical and verbal representations) and interaction approaches have been implemented and evaluated in the area of Open Student Models (OSMs). Strategies for interacting with OSMs include free exploration, guided exploration, negotiation with a human or the system (e.g., with a virtual tutor), and collaboration with a human or a virtual peer (Bull and Kay 2007, 2016). My work with Jim Greer in the late 90s, early 00’s gave me the opportunity to explore many aspects of this area of research including student modeling representations, inference mechanisms, guidance mechanisms, technical architectures and server modules used * Diego Zapata-Rivera [email protected]
1
Educational Testing Service, 661 Rosedale Road, Princeton, NJ 08540, USA
International Journal of Artificial Intelligence in Education
for implementing distributed student modeling applications, and intelligent tutoring systems that involve the use of OSMs. My dissertation on learning environments based on inspectable student models describes the range of topics explored during my years at the ARIES laboratory working with Jim and other members of the lab (Zapata-Rivera 2003). This paper describes how work in the area of innovative assessments and score reporting systems have been influenced by my early work with Jim. Areas discussed include work on innovative approaches to interacting with student models: the indirectly visible Bayesian student model, and the evidence-based interaction with open student models; work on the design and evaluation of score reporting systems and issues related to privacy and data security. I am grateful for having had the opportunity to learn from and share with Jim. His personal and professional advice was always valuable. My time at the ARIES laboratory was an exci
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