Item Response Theory (IRT)

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Table of contents

List of Figures
List of Tables
Chapter 1: Introduction
1.1 Individualized Learning
1.2 Learning Sequence
1.3 Student Modeling
1.4 Issues and Challenges
1.5 Contribution of This Thesis
1.6 Structure of This Thesis
Chapter 2: Review of Literature
2.1 Evidence Models
2.1.1 Probabilistic Graphical Models
2.1.1.1 Bayesian Networks
2.1.1.2 Dynamic Bayesian Networks
2.1.1.3 Bayesian Knowledge Tracing
2.1.2 Latent Variable Models
2.1.2.1 Item Response Theory
2.1.2.2 DINA and NIDA
2.1.2.3 Factor Analysis
2.1.3 Integrated models
2.1.4 Q-matrix
2.2 Skill Models
2.2.1 Granularity
2.2.2 Prerequisite Relationships
Chapter 3: Towards Improving Evidence Model
3.1 Diagnostic Features
3.2 A General Graphical Model
3.3 Improving Student Model with Diagnostic Items
3.3.1 A Diagnostic Model
3.3.2 Metrics for Student Model Evaluation
3.3.3 Evaluation
3.3.3.1 Data Sets
3.3.3.2 Comparison of Three Diagnostic Models
3.3.3.3 Diagnostic models vs. binary models
3.4 Comparison of Existing Models
3.5 Summary
Chapter 4: Towards Improving Skill Model
4.1 Prerequisite Relationships
4.2 Discovering Prerequisite Structure of Skills
4.2.1 Association Rules Mining
4.2.2 Discovering Skill Structure from Knowledge States
4.2.3 Discovering Skill Structure from Performance Data
4.3 Evaluation of Our Method
4.3.1 The Experiment on Simulated Testing Data
4.3.2 The Experiment on Real Testing Data
4.3.3 The Experiment on Real Log Data
4.3.4 Joint Effect of Thresholds
4.4 Comparison with Existing Methods
4.5 Improvement of a Student Model via Prerequisite Structures
4.6 Summary
Chapter 5: Conclusion
5.1 Summary of This Thesis
5.2 Limitations and Future Research
Bibliography