Causal Modelling of Support Interventions for Student Competency Assessment
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The paper proposes a structural causal modelling framework for student competency assessment, moving beyond traditional probabilistic models like item response theory. It introduces a protocol for constructing such models, emphasizing the explicit representation of interventions (e.g., hints) and counterfactual analysis. The authors illustrate the approach with data from an assessment of compulsory school students’ algorithmic skills.
The paper presents SC2R, a semantics‑constrained counterfactual recourse framework designed to support educational decision making. SC2R integrates a calibrated predictive model, integer‑programming recourse generation, an RDF vocabulary for intervention plans, and SHACL validation to enforce constraints such as timing, budget, and availability. Evaluation on the OULAD dataset shows that the framework can generate compact, feasible intervention plans at scale and that semantic validation filters out infeasible recommendations that would otherwise be accepted by simpler optimization approaches.
arXiv:2608. 03673v1 Announce Type: new Abstract: Many critical reasoning tasks, including clinical diagnosis, legal judgment, and industrial fault diagnosis, require step-dependent causal chains in which early errors propagate and correct conclusions can mask invalid reasoning.
Many critical reasoning tasks, including clinical diagnosis, legal judgment, and industrial fault diagnosis, require step-dependent causal chains in which early errors propagate and correct conclusions can mask invalid reasoning. Although large language models perform well on such tasks, privacy, latency, and controllability motivate distillation into locally deployable models.
arXiv:2606. 29911v1 Announce Type: new Abstract: Decision theory provides a formal framework for how agents should make choices under uncertainty, drawing on ideas from philosophy, probability, and causality.
The paper introduces SC2R, a semantics‑constrained counterfactual recourse framework designed to provide actionable, feasible intervention plans for students identified as at risk by learning analytics models. SC2R integrates a calibrated predictive model, integer‑programming recourse generation over discrete actions, an RDF vocabulary for representing intervention plans, and SHACL validation to enforce constraints such as timing, budget, immutability, and availability. Evaluated on the OULAD dataset, the framework demonstrates strong predictive performance, scalable generation of compact intervention plans, and the ability to detect infeasible plans that would otherwise be accepted by simpler optimization approaches.