Abstract
To individualize instruction, a tutor must infer which knowledge components the student knows and does not know. Self-assessments, by which the student directly reports to the tutor whether a certain item is known, are a fast measure of student knowledge. We investigate their use to initialize a learner model used to individualize instruction ESL vocabulary. Experimental results indicate that self-assessments can be useful measures of knowledge for use in a tutoring system for vocabulary. Self-assessments appear to be particularly reliable when learners claim that words are not known.
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© 2008 Springer-Verlag Berlin Heidelberg
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Heilman, M., Eskenazi, M. (2008). Self-assessment in Vocabulary Tutoring. In: Woolf, B.P., Aïmeur, E., Nkambou, R., Lajoie, S. (eds) Intelligent Tutoring Systems. ITS 2008. Lecture Notes in Computer Science, vol 5091. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-69132-7_68
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DOI: https://doi.org/10.1007/978-3-540-69132-7_68
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-69130-3
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