Development and Evaluation of Learning Progress Visualization System Based on Item Response Theory

Abstract

In recent years, it has become necessary for teachers and students to understand how student learning progress is recorded and assessed in e-portfolios in order to further foster their skills and competencies. However, e-portfolios have become large and complex due to the growing number of required components, so it is difficult for students to fully understand their own progress within limited class hours. Thus, a framework is needed for e-portfolios that enables them to visualize a student’s learning progress more efficiently. We aimed to develop a framework for identifying learning progress from e-portfolios to better support student assessments. We developed and tested a system that estimates and visualizes a student’s progress based on item response theory and data from self-assessments conducted using rubrics. The results suggested that the system enabled students to visualize their learning progress. In addition, we found that using item response theory, which considers aspects such as rubric difficulty, identifies learning progress more accurately.