By Sidney H. Irvine, Peter L. Dann (auth.), Peter L. Dann, Sidney H. Irvine, Janet M. Collis (eds.)
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Extra resources for Advances in Computer-Based Human Assessment
A related approach has been adopted by Sleeman (1985) in the analysis of errors in basic algebra. This is not encapsulated within an intelligent system in the way that BUGGY is conceived, but demonstrates that normal and abnormal performance in algebra manipulation can be decomposed into a set of underlying strategies. These are examined within two classes: searching for solutions, notably by the method of substitution, and the application of "global" rules such as the collection of numbers irrespective of their algebraic function.
The 367 patients, tested in over 2500 test sessions, also completed questionnaires about their reactions to the system. Structured interviews were conducted with the clinical personnel involved in the trial use of the system. The general conclusion was that it is possible to produce psychometrically parallel automated versions of existing tests. However, the results with certain tests used in the study were more satisfactory than with others. Within a mass of data, two statistics are of prime importance.
It seeks to identify why a student made a particular mistake, and in doing this operates a detailed model of the student's arithmetic knowledge. The actual purpose of BUGGY is to allow teachers to gain experience in 38 Intelligent Cognitive Systems analysing the errors which their become aware of the methods and diagnosing their problems. students make, so that they strategies available for The elements at the heart of BUGGY are procedural networks which build, out of the component procedures of (human) arithmetic operations, diagnostic models.