1. بسم الله الرحمن الرحیم

2. Ehsan Khoddam Mohammadi M.J.Mahzoon Koosha K.Moogahi

3. The Challenge  This year's challenge asks you to predict student performance on mathematical problems from logs of student interaction with Intelligent Tutoring Systems  The students solve problems in the tutor and each interaction between the student and computer is logged as a transaction

4. Data Set  Development Data Sets: 3 data sets  Carnegie Learning Algebra system 2005-2006  Carnegie Learning Algebra system 2006-2007  Bridge to Algebra system, 2006-2007  Challenge Data sets : 2 data sets  Same from above systems

5. Data Set, Development  Four text files in each Data set:  Train: All attributes are given,”Correct First Attempt” is given  Test: Some attributes are given, “Correct First Attempt” should determine  Master: same as Test file but all attributes are given except “Correct First Attempt”  Submission: has same name as archive file, Rows which the judge wants their “Correct First Attempt” is determined here.

6. Attributes  19 attributes available  All are given in Train file, 11 attributes is missed in Test file  Four key attributes:  Problem  Step  Knowledge component  Opportunity

7. Four Key Attributes(1/2)  Problem: task for a student involves multiple steps  Step: Observable part of solution, last one is “answer”. Other steps are “intermediate”  Transaction: attempt to step:  Hint  Incorrect  Correct

8. Four Key Attributes(1/2)  Knowledge Component: a relevant concept or skill, to perform each step correctly  Opportunity: count for a given knowledge component increases by 1 each time the student encounters a step that requires this knowledge component

9. All cursed twenty attributes 1. Row: 390 2. Anon Student Id: 0BrbPbwCMz 3. Problem Hierarchy: Unit ES_04, Section ES_04-15 4. Problem Name: LIT59 5. Problem View: the total number of times the student encountered the problem so far. 6. Step Name: the only unique identifier for a step is the pair of problem_name and step_name.  b+r*(x+y) = v-s  R5C1  GraphChoice1

10. 1. Step Start Time: the starting time of the step. Can be null  2005-10-05 12:45:31.0 2. First Transaction Time: the time of the first transaction toward the step.  2005-10-05 12:45:46.0 3. Correct Transaction Time: the time of the correct attempt toward the step, if there was one. 4. Step End Time: the time of the last transaction toward the step. 5. Step Duration (sec): the elapsed time of the step in seconds, Can be null (if step start time is null).  15 6. Correct Step Duration (sec):the step duration if the first attempt for the step was correct.  15 7. Error Step Duration (sec): the step duration if the first attempt for the step was an error (incorrect attempt or hint request). 8. Correct First Attempt: the tutor's evaluation of the student's first attempt on the step—1 if correct, 0 if an error.

11. 1. Incorrects: total number of incorrect attempts by the student on the step 2. Hints: total number of hints requested by the student for the step 3. Corrects: total correct attempts by the student for the step. (Only increases if the step is encountered more than once.) 4. KC(KC Model Name): the identified skills that are used in a problem, where available. A step can have multiple KCs assigned to it. Multiple KCs for a step are separated by ~~ (two tildes). Since opportunity describes practice by knowledge component, the corresponding opportunities are similarly separated by ~~.  Using small numbers~~Find X, positive slope~~Using difficult numbers 5. Opportunity(KC Model Name): a count that increases by one each time the student encounters a step with the listed knowledge component. Steps with multiple KCs will have multiple opportunity numbers separated by ~~.  36~~33~~33

12. Ignored Attributes in Test file  Step Start Time  First Transaction Time  Correct Transaction Time  Step End Time  Step Duration (sec)  Correct Step Duration (sec)  Error Step Duration (sec)  Correct First Attempt  Incorrects  Hints  Corrects

13. Key observations  Conceptual Relationship: The data matrix is sparse, need to exploit relationships among problems  strong Temporal Dimension to the data: students improve over the course of the school year  Causal Relationships: problems is determined in part by student choices or past success history

14. Evaluation  performance at providing Correct First Attempt values  RMSE  Both Challenge data sets have equal weight in evaluation

15. Challenge duration  The challenge is 2 months in duration (April 1 - June 1, 2010). Final submissions must be received by June 1 11:59pm EDT (-4 GMT).