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Variations in Learning Rate: Student Classification Based on Systematic Residual Error Patterns across Practice Opportunities
- Source :
-
International Educational Data Mining Society . 2015. - Publication Year :
- 2015
-
Abstract
- A growing body of research suggests that accounting for student specific variability in educational data can improve modeling accuracy and may have implications for individualizing instruction. The Additive Factors Model (AFM), a logistic regression model used to fit educational data and discover/refine skill models of learning, contains a parameter that individualizes for overall student ability but not for student learning rate. Here, we show that adding a per-student learning rate parameter to AFM overall does not improve predictive accuracy. In contrast, classifying students into three "learning rate" groups using residual error patterns, and adding a per-group learning rate parameter to AFM, substantially and consistently improves predictive accuracy across 8 datasets spanning the domains of Geometry, Algebra, English grammar, and Statistics. In a subset of datasets for which there are pre- and post-test data, we observe a systematic relationship between learning rate group and pre-topost-test gains. This suggests there is both predictive power and external validity in modeling these distinct learning rate groups. [For complete proceedings, see ED560503.]
Details
- Language :
- English
- Database :
- ERIC
- Journal :
- International Educational Data Mining Society
- Publication Type :
- Conference
- Accession number :
- ED560874
- Document Type :
- Speeches/Meeting Papers<br />Reports - Research