[Decided to remove image of scratch pad shortly after publishing this.]
In September 2007 I had a personally revelatory moment concerning how AI (as I now know it to be) might be used to provide formative feedback for learners. It stemmed from being involved in running the 2007 ALT conference at which Dylan Wiliam and Peter Norvig each gave keynote speeches. With Richard Noss (who now directs the ESRC/EPSRC funded TEL programme) we set up a Google Doc "scratch pad" to gather a shortlist of issues that could be worth examining. Not a lot (well, nothing!) came from it, as is often the way.
Doing the Stanford AI course (see also my piece in ALT News Online) has sensitised me to current work on the same thing.
Here are some examples. If you know of others, please post them as comments and I will collate them.
- How Khan Academy is using machine learning to assess student mastery, November 2011 piece by David Hu.
- The elements of e-assessment, 2011 article by Sophie White of the examining body OCR (Oxford, Cambridge and RSA Examinations).
- Edexcel chief puts hi-tech agenda to the test, 2010 TES article about developments in Pearson's examining body Edexcel.
- Massive scale data mining for education, November 2010 piece by Greg Linden in Communications of the ACM (via PN).
- Computer analysis of test-takers' answers to standarised tests is revealing cheats, May 2011 article in the Economist mentioning the "relentless logic of combinatorial statistics". [Thanks to DM for the link.]
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