STTR Phase I: Academic Assessment within a Community of Evolving Learners

Award Information
Agency:
National Science Foundation
Branch
n/a
Amount:
$149,680.00
Award Year:
2007
Program:
STTR
Phase:
Phase I
Contract:
0637713
Award Id:
84866
Agency Tracking Number:
0637713
Solicitation Year:
n/a
Solicitation Topic Code:
n/a
Solicitation Number:
n/a
Small Business Information
108 West 39th Street, 6745 HOLLISTER AVENUE, New York, NY, 10018
Hubzone Owned:
N
Minority Owned:
N
Woman Owned:
N
Duns:
154161660
Principal Investigator:
ChristopherCamacho
Dr
(212) 905-6266
chrisc@childrensprogress.com
Business Contact:
ChristopherCamacho
PhD
(212) 905-6266
chrisc@childrensprogress.com
Research Institute:
CUNY Brooklyn College
Elizabeth I Sklar
2900 Bedford Ave
Brooklyn, NY, 11210 1887
(718) 951-5000
Nonprofit college or university
Abstract
This Small Business Technology Transfer (STTR) Phase I research project involves experiments in conducting learning and assessment processes in parallel, by using agent-based and machine learning techniques to achieve the following objectives: (1) to evolve curricular paths through a knowledge domain automatically, (2) to match human peer-learners for collaborative learning experiences, (3) to embody non-human (agent) peers for tutoring interactions, (4) to predict possible learning outcomes resulting from a range of interventions, and (5) to provide animated visualizations of learners as a means of data reporting. The resulting prototype system will demonstrate state-of-the-art in assessment technology and has the potential to change the face of assessment in schools across the country. As schools nationwide are confronted with increased testing due to 'No Child Left Behind' policies, the prototype developed by the proposed work could become an indispensable tool for use in any elementary school. If the research demonstrates, as predicted, that a parallel approach to learning and assessment can be effective, then state standardized tests could adapt this methodology. Students will not sacrifice regular in-class learning time for test-taking. In addition, the multi-user, distributed nature of the particular application described within the proposal has far-reaching implications, as students can interact with each other across the country, expanding their circle of learning peers not only beyond the walls of their own classrooms and schools, but beyond the borders of their own states.

* information listed above is at the time of submission.

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