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@inproceedings{1350109,
author = {Pelánek, Radek and Řihák, Jiří and Papoušek, Jan},
address = {Edinburgh, United Kingdom},
booktitle = {Proceedings of the Sixth International Conference on Learning Analytics & Knowledge},
doi = {http://dx.doi.org/10.1145/2883851.2883868},
keywords = {attition;bias;data sets;evaluation;parameter fitting;student modeling},
howpublished = {elektronická verze "online"},
language = {eng},
location = {Edinburgh, United Kingdom},
isbn = {978-1-4503-4190-5},
pages = {40-47},
publisher = {ACM},
title = {Impact of Data Collection on Interpretation and Evaluation of Student Models},
url = {http://doi.acm.org/10.1145/2883851.2883868},
year = {2016}
}
TY - JOUR
ID - 1350109
AU - Pelánek, Radek - Řihák, Jiří - Papoušek, Jan
PY - 2016
TI - Impact of Data Collection on Interpretation and Evaluation of Student Models
PB - ACM
CY - Edinburgh, United Kingdom
SN - 9781450341905
KW - attition;bias;data sets;evaluation;parameter fitting;student modeling
UR - http://doi.acm.org/10.1145/2883851.2883868
N2 - Student modeling techniques are evaluated mostly using historical data. Researchers typically do not pay attention to details of the origin of the used data sets. However, the way data are collected can have important impact on evaluation and interpretation of student models. We discuss in detail two ways how data collection in educational systems can influence results: mastery attrition bias and adaptive choice of items. We systematically discuss previous work related to these biases and illustrate the main points using both simulated and real data. We summarize specific consequences for practice -- not just for doing evaluation of student models, but also for data collection and publication of data sets.
ER -
PELÁNEK, Radek, Jiří ŘIHÁK and Jan PAPOUŠEK. Impact of Data Collection on Interpretation and Evaluation of Student Models. Online. In \textit{Proceedings of the Sixth International Conference on Learning Analytics \&{} Knowledge}. Edinburgh, United Kingdom: ACM, 2016, p.~40-47. ISBN~978-1-4503-4190-5. Available from: https://dx.doi.org/10.1145/2883851.2883868.
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