# Diagnostic Assessment Generation via Combinatorial Search

arXiv: https://arxiv.org/abs/2112.11188 · HTML: https://mlsanity.com/paper/2112.11188/

## Key facts

- No citing papers in the map yet (data through 14 Oct 2026).
- Builds on 8 of its 16 references that are in the map.
- First posted on arXiv 6 Dec 2021.

## Builds on (most cited first, 8 of 8)

- [Adam: A Method for Stochastic Optimization](https://mlsanity.com/paper/1412.6980/) (2014)
- [Deep Knowledge Tracing](https://mlsanity.com/paper/1506.05908/) (2015)
- [A Self-Attentive model for Knowledge Tracing](https://mlsanity.com/paper/1907.06837/) (2019)
- [Dynamic Key-Value Memory Networks for Knowledge Tracing](https://mlsanity.com/paper/1611.08108/) (2016)
- [EdNet: A Large-Scale Hierarchical Dataset in Education](https://mlsanity.com/paper/1912.03072/) (2019)
- [Towards an Appropriate Query, Key, and Value Computation for Knowledge Tracing](https://mlsanity.com/paper/2002.07033/) (2020)
- [Creating A Neural Pedagogical Agent by Jointly Learning to Review and Assess](https://mlsanity.com/paper/1906.10910/) (2019)
- [LANA: Towards Personalized Deep Knowledge Tracing Through Distinguishable Interactive Sequences](https://mlsanity.com/paper/2105.06266/) (2021)

## Abstract (arXiv)

Initial assessment tests are crucial in capturing learner knowledge states in a consistent manner. Aside from crafting questions itself, putting together relevant problems to form a question sheet is also a time-consuming process. In this work, we present a generic formulation of question assembly and a genetic algorithm based method that can generate assessment tests from raw problem-solving history. First, we estimate the learner-question knowledge matrix (snapshot). Each matrix element stands for the probability that a learner correctly answers a specific question. We formulate the task as a combinatorial search over this snapshot. To ensure representative and discriminative diagnostic tests, questions are selected (1) that has a low root mean squared error against the whole question pool and (2) high standard deviation among learner performances. Experimental results show that the proposed method outperforms greedy and random baseline by a large margin in one private dataset and four public datasets. We also performed qualitative analysis on the generated assessment test for 9th graders, which enjoys good problem scatterness across the whole 9th grader curriculum and decent difficulty level distribution.