Monotonicity in practice of adaptive testing

• URL: http://arxiv.org/abs/2009.06981v1
• Date: Tue, 15 Sep 2020 10:55:41 GMT
• Title: Monotonicity in practice of adaptive testing
• Authors: Martin Plajner and Ji\v{r}\'i Vomlel
• Abstract summary: This article evaluates Bayesian network models used for computerized adaptive testing and learned with a recently proposed monotonicity gradient algorithm. The quality of methods is empirically evaluated on a large data set of the Czech National Mathematics exam.
• Score: 0.0
• License: http://arxiv.org/licenses/nonexclusive-distrib/1.0/
• Abstract: In our previous work we have shown how Bayesian networks can be used for adaptive testing of student skills. Later, we have taken the advantage of monotonicity restrictions in order to learn models fitting data better. This article provides a synergy between these two phases as it evaluates Bayesian network models used for computerized adaptive testing and learned with a recently proposed monotonicity gradient algorithm. This learning method is compared with another monotone method, the isotonic regression EM algorithm. The quality of methods is empirically evaluated on a large data set of the Czech National Mathematics Exam. Besides advantages of adaptive testing approach we observed also advantageous behavior of monotonic methods, especially for small learning data set sizes. Another novelty of this work is the use of the reliability interval of the score distribution, which is used to predict student's final score and grade. In the experiments we have clearly shown we can shorten the test while keeping its reliability. We have also shown that the monotonicity increases the prediction quality with limited training data sets. The monotone model learned by the gradient method has a lower question prediction quality than unrestricted models but it is better in the main target of this application, which is the student score prediction. It is an important observation that a mere optimization of the model likelihood or the prediction accuracy do not necessarily lead to a model that describes best the student.

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