Current Research

Creating an explanatory psychometric network of difficulties and problems of digital learners

The network will relate a certain difficulty, for instance, a specific set of mistakes in an assessment, to learners’ previous experience in a course. The network will show course developers whether the difficulty is systematic, for instance, content-driven, or just a random one. Random difficulties are not a problem for pedagogy cause they do not have substantial causes behind. For the systematic difficulties, the psychometric network will trace back to the source of the difficulty and therefore will help to fix the content. Therefore, the psychometric network may serve as an intellectual helper for course developers aimed at improving digital content and providing learners’ the best learning experience. By a product of this project, we will prepare a research paper(s), and an open analytic tool available globally.

Preprints

Abbakumov, D., Kravchenko, D., Kuskin, W., & Urban, A. (2020). How rewatching video lectures impacts students’ performance in assessments in MOOCs. https://doi.org/10.35542/osf.io/vcd5g

Presentations

Abbakumov, D. (2020, July). Combining explanatory IRT and psychological networks for understanding and modeling online learners’ difficulties. International Meeting of the Psychometric Society, Virtual. PDF

Publications

Preprints

Abbakumov, D., Kravchenko, D., Kuskin, W., & Urban, A. (2020). How rewatching video lectures impacts students’ performance in assessments in MOOCs. https://doi.org/10.35542/osf.io/vcd5g

Published

Kravchenko D., Bleskina I., Kalyaeva E., Zemlyakova E., & Abbakumov D. (2020). Personalization in education: from programmed to adaptive learning. Journal of Modern Foreign Psychology, 9(3), 34-46. PDF (in russian)

Abbakumov, D., Desmet, P., & Van den Noortgate, W. (2020). Psychometrics of MOOCs: Measuring learners’ proficiency. Psychologica Belgica, 60(1), 115-131. PDF

Abbakumov, D., Desmet, P., & Van den Noortgate, W. (2020). Rasch model extensions for enhanced formative assessments in MOOCs. Applied Measurement in Education, 33(2), 113-123. PDF

Abbakumov, D., Desmet, P., & Van den Noortgate, W. (2019). Measuring growth in students’ proficiency in MOOCs: Two component dynamic extensions for the Rasch model. Behavior Research Methods, 51(1), 332-341. PDF

Abbakumov, D., Desmet, P., & Van den Noortgate, W. (2018). Measuring student’s proficiency in MOOCs: Multiple attempts extensions for the Rasch model. Heliyon, 4(12), 1-15. PDF

Abbakumov, D., & Lebedeva, M. (2016). Russian as a foreign language grammar and vocabulary placement test: Design, pilot test, and psychometric analysis. Russian Language Abroad, 5, 70-75. PDF (in russian)

Abbakumov, D. (2011). Comparing the effectiveness of verbal and numerical tests for predicting results of employees’ productivity. Organizational Psychology, 1(2), 92-99. PDF (in russian)

Selected International Talks

Abbakumov, D. Educational measurement for EdTech: What we need for evidence based pedagogy? eLearning Stakeholders and Researchers Summit by HSE University and Coursera, Virtual, 2020

Abbakumov, D. Ensuring the validity of data and the validity of predictions in digital learning. Times Higher Education Virtual Digital Transformation Forum, Virtual, 2020

Abbakumov, D. Combining explanatory IRT and psychological networks for understanding and modeling online learners’ difficulties. International Meeting of the Psychometric Society, Virtual, 2020 PDF

Abbakumov, D. Measuring student’s activity in MOOCs using extensions of the Rasch model. International Meeting of the Psychometric Society, Santiago, Chile, 2019 PDF

Abbakumov, D. Learners’ activity in MOOCs from a psychometric perspective. Coursera Partners Conference, London, the UK, 2019 PDF

Abbakumov, D. Measuring student’s proficiency in MOOCs: Multiple attempts extensions for the Rasch model. International Meeting of the Psychometric Society, New York, USA, 2018 PDF

Abbakumov, D. Measuring student’s proficiency in MOOCs: Multiple attempts IRT extensions. Coursera Partners Conference, Tempe, USA, 2018

Abbakumov, D. Measuring the impact of video lectures on learner’s productivity. Coursera Partners Conference, Boulder, USA, 2017

Abbakumov, D. Interest and interestingness: The new perspective on students and content. Coursera Partners Conference, the Hague, the Netherlands, 2016

Abbakumov, D. Psychometrics of MOOCs: The basics. EduLab, Rome, Italy, 2016

Abbakumov, D. Computerized adaptive testing algorithm for summative assessment. Computerized Adaptive Testing Summit, Princeton, USA, 2014

Open Research Seminar

In April 2020, I have initiated a regular International Online Seminar on Computational Educational Sciences. The seminar is aimed at building the research community and thinking together on challenging problems on the intersection of education, quantitative research, and computational science. The seminar is open, and you are welcome to subscribe to announcements here.