Diagnostic Assessment of Troubleshooting Skill in an Intelligent Tutoring System: Drew H. Gitomer, Linda S. Steinberg, and Robert J. Mislevy
Paul D. Nichols, Susan F. Chipman, Robert L. Brennan · 2012
All intelligent tutoring systems (ITSs) are predicated on some form of student modeling to guide tutor behavior. Decisions based on inferences about what a student knows and does not know can affect the presentation and pacing of problems, quality of feedback and instruction, and detennination of when a student has completed some set of tutorial objectives. In this chapter, we describe a view of student modeling that, in the course of implementing principles of cognitive diagnosis, takes advantage of concepts and tools developed in the areas of probability-based reasoning, educational assessment, and psychometrics in an attempt to develop a generalizable framework for student modeling within intelligent tutoring systems.