ABSTRACT
Student models are important for guiding the development of instructional systems. An approach to constructing student models is reviewed. The approach advocates constructing student models in two steps: (1) develop a descriptive theory of correct and buggy student responses, then (2) develop a process theory of the way students actually generate those responses. The approach has been used in the domain of introductory programming. A status report is provided: (1) Goal-And-Plan (GAP) trees have been developed to describe student program variations, and (2) a Generate-Test-and-Debug (GTD) impasse/repair architecture has been developed to model the process of student program generation.
