ABSTRACT A common personalisation approach in educational systems is mastery learning. A key step in this approach is a criterion that determines whether a learner has already achieved mastery. We thoroughly analyse several mastery criteria for the basic case of a single well-specified knowledge component. For the analysis we use experiments with both simulated and real data. The results show that the choice of data sources used for mastery decision and the setting of thresholds are more important than the choice of a learner modelling technique. We argue that a simple exponential moving average method is a suitable technique for mastery criterion and discuss techniques for the choice of a mastery threshold. We also propose an extension of the exponential moving average method that takes into account practical aspects like time intensity of items and we report on a practical application of this mastery criterion in a widely used educational system.

中文翻译：

---

掌握学习标准的分析与设计

摘要教育系统中一种常见的个性化方法是掌握学习。这种方法的一个关键步骤是确定学习者是否已经掌握的标准。我们彻底分析了单个明确指定的知识组件的基本情况的几个掌握标准。对于分析，我们使用模拟数据和真实数据的实验。结果表明，用于掌握决策的数据源的选择和阈值的设置比学习者建模技术的选择更重要。我们认为简单的指数移动平均法是一种适用于掌握标准的技术，并讨论了选择掌握阈值的技术。