Learning spaces. Interdisciplinary applied mathematics
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Abstract: How to design automated procedures which (i) accurately assess the knowledge of a student, and (ii) efficiently provide advices for further study? To produce well-founded answers, Knowledge Space Theory relies on a combinatorial viewpoint on the assessment of knowledge, and thus departs from common, numerical evaluation. Its assessment procedures fundamentally differ from other current ones (such as those of S.A.T. and A.C.T.). They are adaptative (taking into account the possible correctness of previous answers from the student) and they produce an outcome which is far more informative than a crude numerical mark. This chapter recapitulates the main concepts underlying Knowledge Space Theory and its special case, Learning Space Theory. We begin by describing the combinatorial core of the theory, in the form of two basic axioms and the main ensuing results (most of which we give without proofs). In practical applications, learning spaces are huge combinatorial structures which may be difficult to manage. We outline methods providing efficient and comprehensive summaries of such large structures. We then describe the probabilistic part of the theory, especially the Markovian type processes which are instrumental in uncovering the knowledge states of individuals. In the guise of the ALEKS system, which includes a teaching component, these methods have been used by millions of students in schools and colleges, and by home schooled students. We summarize some of the results of these applications.
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- Generalizing quasi-ordinal knowledge spaces to polytomous items
- Skills first -- an alternative approach to construct knowledge spaces
- Knowledge structures delineated by fuzzy skill maps
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- On Galois connections between polytomous knowledge structures and polytomous attributions
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- Learning, forgetting, and the correlation of knowledge in knowledge space theory
- BLIM's identifiability and parameter invariance under backward and forward transformations
- Representing probabilistic models of knowledge space theory by multinomial processing tree models
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- On the correspondence between knowledge structures and attribution functions
- A correct response model in knowledge structure theory
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- On the unidentifiability of a certain class of skill multi map based probabilistic knowledge structures
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- Hyper-relations, choice functions, and orderings of opportunity sets
- Resolutions of convex geometries
- Assessment-based correct rates in learning spaces
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- An upgrading procedure for adaptive assessment of knowledge
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- A new type of polytomous surmise system
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- Commentary on: ``Extending the basic local independence model to polytomous data
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- Toward a unified perspective on assessment models. I: Foundations of a framework.
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- On informativeness and reducibility in competence models
- The dual and the complement of a skill function
- A note on knowledge structures delineated by fuzzy skill multimaps
- An alternative attribute map for polytomous assessment structures
- Approximation operator applications in polytomous knowledge structures
- The BLIM, the DINA, and their polytomous extensions. Rejoinder to the commentary by Chiu, Köhn, and Ma
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- Toward a unified perspective on assessment models. II: Dichotomous latent variables
- Polytomous knowledge structures constructed by L-fuzzy approximation operators
- Probabilistic normalization conditions of polytomous knowledge structures
- Discriminability around polytomous knowledge structures and polytomous functions
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- The inclusion degrees of fuzzy skill maps and knowledge structures
- Remarks on learning spaces
- Homomorphisms between problem spaces
- Bayesian networks and knowledge structures in cognitive assessment: remarks on basic comparable aspects
- Dimensions of knowledge structures
- Characterizing master fringes in competence-based knowledge space theory for personalized learning applications
- On the identifiability of 3- and 4-parameter item response theory models from the perspective of knowledge space theory
- Constructing polytomous knowledge structures from L-fuzzy S-approximation operators
- Some properties of pre-topological groups
- Informativeness and reducibility in fuzzy competence models from perspective of formal concept analysis
- On the modeling of local dependence
- A unified framework for conjunctive and competence-based attribute functions
- Toward a unified perspective on assessment models. III: Polytomous and continuous latent variables
- A note on the separability of items in knowledge structures delineated by skill multimaps
- Modeling misconceptions in knowledge space theory
- Untangling comparison bias in inductive item tree analysis based on representative random quasi-orders
- Individualized skill assessment in educational games: the mathematical foundations of partitioning
- On the link between cognitive diagnostic models and knowledge space theory
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