Fine-Grained Cognitive Assessment Based on Free-Form Input for Math Story Problems

Bastiaan Heeren; Johan Jeuring; Sergey A. Sosnovsky; Paul Drijvers; Peter Boon; Sietske Tacoma; Jesse Koops; Armin Weinberger; Brigitte Grugeon-Allys; Françoise Chenevotot-Quentin; Jorn van Wijk; Ferdinand van Walree

doi:10.1007/978-3-319-98572-5_20

Fine-Grained Cognitive Assessment Based on Free-Form Input for Math Story Problems

Bastiaan Heeren, Johan Jeuring, Sergey A. Sosnovsky, Paul Drijvers, Peter Boon, Sietske Tacoma, Jesse Koops, Armin Weinberger, Brigitte Grugeon-Allys, Françoise Chenevotot-Quentin, Jorn van Wijk, Ferdinand van Walree

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

Abstract

We describe an approach to using ICT for assessing mathematics achievement of pupils using learning environments for mathematics. In particular, we look at fine-grained cognitive assessment of free-form answers to math story problems, which requires determining the steps a pupil takes towards a solution, together with the high-level solution approach used by the pupil. We recognise steps and solution approaches in free-form answers and use this information to update a user model of mathematical competencies. We use the user model to find out for which student competencies we need more evidence of mastery, and determine which next problem to offer to a pupil. We describe the results of our fine-grained cognitive assessment on a large dataset for one problem, and report the results of two pilot studies in different European countries.

Original language	English
Title of host publication	Lifelong Technology-Enhanced Learning
Subtitle of host publication	13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 3-5, 2018, Proceedings
Editors	Viktoria Pammer-Schindler, Mar Pérez-Sanagustín, Henrik Drachsler, Raymond Elferink, Maren Scheffel
Publisher	Springer
Pages	262-276
Number of pages	15
ISBN (Electronic)	978-3-319-98572-5
ISBN (Print)	978-3-319-98571-8
DOIs	https://doi.org/10.1007/978-3-319-98572-5_20
Publication status	Published - 2018

Publication series

Name	Lecture Notes Computer Science
Publisher	Springer
Volume	11082

Keywords

Math story problems
Step-based assessment
Free-form input
Solution strategies
User modelling

Access to Document

10.1007/978-3-319-98572-5_20

FineFinal published version, 1.79 MBLicence: Taverne

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Heeren, B., Jeuring, J., Sosnovsky, S. A., Drijvers, P., Boon, P., Tacoma, S., Koops, J., Weinberger, A., Grugeon-Allys, B., Chenevotot-Quentin, F., Wijk, J. V., & Walree, F. V. (2018). Fine-Grained Cognitive Assessment Based on Free-Form Input for Math Story Problems. In V. Pammer-Schindler, M. Pérez-Sanagustín, H. Drachsler, R. Elferink, & M. Scheffel (Eds.), Lifelong Technology-Enhanced Learning: 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 3-5, 2018, Proceedings (pp. 262-276). (Lecture Notes Computer Science; Vol. 11082). Springer. https://doi.org/10.1007/978-3-319-98572-5_20

Heeren, Bastiaan ; Jeuring, Johan ; Sosnovsky, Sergey A. et al. / Fine-Grained Cognitive Assessment Based on Free-Form Input for Math Story Problems. Lifelong Technology-Enhanced Learning: 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 3-5, 2018, Proceedings. editor / Viktoria Pammer-Schindler ; Mar Pérez-Sanagustín ; Henrik Drachsler ; Raymond Elferink ; Maren Scheffel. Springer, 2018. pp. 262-276 (Lecture Notes Computer Science).

@inproceedings{cf50e806451542748c2801dd40e185fe,

title = "Fine-Grained Cognitive Assessment Based on Free-Form Input for Math Story Problems",

abstract = "We describe an approach to using ICT for assessing mathematics achievement of pupils using learning environments for mathematics. In particular, we look at fine-grained cognitive assessment of free-form answers to math story problems, which requires determining the steps a pupil takes towards a solution, together with the high-level solution approach used by the pupil. We recognise steps and solution approaches in free-form answers and use this information to update a user model of mathematical competencies. We use the user model to find out for which student competencies we need more evidence of mastery, and determine which next problem to offer to a pupil. We describe the results of our fine-grained cognitive assessment on a large dataset for one problem, and report the results of two pilot studies in different European countries.",

keywords = "Math story problems, Step-based assessment, Free-form input, Solution strategies, User modelling",

author = "Bastiaan Heeren and Johan Jeuring and Sosnovsky, {Sergey A.} and Paul Drijvers and Peter Boon and Sietske Tacoma and Jesse Koops and Armin Weinberger and Brigitte Grugeon-Allys and Fran{\c c}oise Chenevotot-Quentin and Wijk, {Jorn van} and Walree, {Ferdinand van}",

year = "2018",

doi = "10.1007/978-3-319-98572-5_20",

language = "English",

isbn = "978-3-319-98571-8",

series = "Lecture Notes Computer Science",

publisher = "Springer",

pages = "262--276",

editor = "Viktoria Pammer-Schindler and Mar P{\'e}rez-Sanagust{\'i}n and Henrik Drachsler and Raymond Elferink and Maren Scheffel",

booktitle = "Lifelong Technology-Enhanced Learning",

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}

Heeren, B , Jeuring, J , Sosnovsky, SA , Drijvers, P , Boon, P, Tacoma, S, Koops, J, Weinberger, A, Grugeon-Allys, B, Chenevotot-Quentin, F, Wijk, JV & Walree, FV 2018, Fine-Grained Cognitive Assessment Based on Free-Form Input for Math Story Problems. in V Pammer-Schindler, M Pérez-Sanagustín, H Drachsler, R Elferink & M Scheffel (eds), Lifelong Technology-Enhanced Learning: 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 3-5, 2018, Proceedings. Lecture Notes Computer Science, vol. 11082, Springer, pp. 262-276. https://doi.org/10.1007/978-3-319-98572-5_20

Fine-Grained Cognitive Assessment Based on Free-Form Input for Math Story Problems. / Heeren, Bastiaan ; Jeuring, Johan ; Sosnovsky, Sergey A. et al.
Lifelong Technology-Enhanced Learning: 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 3-5, 2018, Proceedings. ed. / Viktoria Pammer-Schindler; Mar Pérez-Sanagustín; Henrik Drachsler; Raymond Elferink; Maren Scheffel. Springer, 2018. p. 262-276 (Lecture Notes Computer Science; Vol. 11082).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

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T1 - Fine-Grained Cognitive Assessment Based on Free-Form Input for Math Story Problems

AU - Heeren, Bastiaan

AU - Jeuring, Johan

AU - Sosnovsky, Sergey A.

AU - Drijvers, Paul

AU - Boon, Peter

AU - Tacoma, Sietske

AU - Koops, Jesse

AU - Weinberger, Armin

AU - Grugeon-Allys, Brigitte

AU - Chenevotot-Quentin, Françoise

AU - Wijk, Jorn van

AU - Walree, Ferdinand van

PY - 2018

Y1 - 2018

N2 - We describe an approach to using ICT for assessing mathematics achievement of pupils using learning environments for mathematics. In particular, we look at fine-grained cognitive assessment of free-form answers to math story problems, which requires determining the steps a pupil takes towards a solution, together with the high-level solution approach used by the pupil. We recognise steps and solution approaches in free-form answers and use this information to update a user model of mathematical competencies. We use the user model to find out for which student competencies we need more evidence of mastery, and determine which next problem to offer to a pupil. We describe the results of our fine-grained cognitive assessment on a large dataset for one problem, and report the results of two pilot studies in different European countries.

AB - We describe an approach to using ICT for assessing mathematics achievement of pupils using learning environments for mathematics. In particular, we look at fine-grained cognitive assessment of free-form answers to math story problems, which requires determining the steps a pupil takes towards a solution, together with the high-level solution approach used by the pupil. We recognise steps and solution approaches in free-form answers and use this information to update a user model of mathematical competencies. We use the user model to find out for which student competencies we need more evidence of mastery, and determine which next problem to offer to a pupil. We describe the results of our fine-grained cognitive assessment on a large dataset for one problem, and report the results of two pilot studies in different European countries.

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KW - Solution strategies

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BT - Lifelong Technology-Enhanced Learning

A2 - Pammer-Schindler, Viktoria

A2 - Pérez-Sanagustín, Mar

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A2 - Scheffel, Maren

PB - Springer

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Heeren B , Jeuring J , Sosnovsky SA , Drijvers P , Boon P, Tacoma S et al. Fine-Grained Cognitive Assessment Based on Free-Form Input for Math Story Problems. In Pammer-Schindler V, Pérez-Sanagustín M, Drachsler H, Elferink R, Scheffel M, editors, Lifelong Technology-Enhanced Learning: 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 3-5, 2018, Proceedings. Springer. 2018. p. 262-276. (Lecture Notes Computer Science). doi: 10.1007/978-3-319-98572-5_20

Fine-Grained Cognitive Assessment Based on Free-Form Input for Math Story Problems

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