Technology and Assessment Thinking Ahead: Proceedings from a Workshop (2002) / Chapter Skim
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5 Cognitive Tutor Algebra I: Adaptive Student Modeling in Widespread Classroom Use
5 Cognitive Tutor Algebra I: Adaptive Student Modeling in Widespread Classroom Use
Pages 50-62
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From page 50... ...
First, it introduces the Algebra ~ Cognitive Tutor and describes the project that brought this successful educational technology out of the research lab and into widespread classroom use. Next, the paper describes the cognitive theory underlying cognitive tutors and reports studies that assess the validity of knowledge tracing and its effectiveness in individualizing each student's problem-solving sequence.
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From page 51... ...
Early in the curriculum, the student enters algebraic expressions near the end of the problem, and the individual questions are intended to help scaffold this algebraic modeling. By the time the student has reached the linear systems unit represented by the current problem, he or she tends to enter the algebraic expressions early in the problem.
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From page 52... ...
and a method for drawing inferences about student knowledge from students' behaviors. Cognitive tutors embody this framework.
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. TRANSFORMING EDUCATIONAL PRACTICE ~ believe that cognitive tutors for mathematics are the first intelligent tutoring systems that are beginning to have a widespread impact on educational practice.
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Demonstrated Impact Cognitive tutor courses have a demonstrable impact on the classroom, student motivation, and student achievement. Substantial Achievement Gains Beginning with our two earliest cognitive tutors, the ACT Programming Tutor (APT)
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Schofield (1995) formally documented the impact of cognitive tutors on the student-teacher relationship in a field study of the Geometry Proof Tutor in the mid-19SOs.
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tracing alone can yield a one-standard deviation effect size, which is about half the benefit ofthe best human tutors (Anderson et al., 1995~. Our estimations, based on evaluations of knowledge tracing and cognitive mastery in the programming tutor, suggest that this method of dynamic assessment and curnculum individualization can add as much as another halfstandard deviation effect size (Corbett, 2001~.
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From page 57... ...
Validating Knowledge Tracing: Predicting Tutor Performance ~ , The same learning and performance assumptions that allow us to infer the student's knowledge state from his or her performance also allow us to predict student performance from the student's hypothesized knowledge state. A series of studies validated knowledge tracing in Cognitive Tutor Algebra I s7
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From page 58... ...
As can be seen, the knowledge-tracing model very accurately predicts students' mean production-application error rate in solving tutor problems. 0.5 ~ Figure 5-2 Actual error rate and predicted error rate for successive applications of problem-solving rules in the ACT Programming Tutor.
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From page 59... ...
in this study 10 students in a fixed-curnculum condition worked through a set of 30 ACT Programming Tutor problems. Twelve students in a cognitive mastery condition completed the fixed set of 30 problems and an additional, individually tailored sequence of problems as needed to reach mastery.
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From page 60... ...
Cognitive tutors are already at least half as effective as the best human tutors and two or three times as successful as conventional computer-based instruction (Corbett, 20011. They can become far more effective if they provide scaffolding to help students become not just active problem solvers, but active learners when learning opportunities are exposed.
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From page 61... ...
. Student modeling in the ACT Programming Tutor: Adjusting a procedural learning model with declarative knowledge.
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From page 62... ...
(2000~. Modeling student knowledge: Cognitive Tutors in High School and College.
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