Analysis of bachelor’s degree curricula through Item Response Theory and Association Rules

Abstract

The objective of this paper is to provide a methodology for statistical analysis of curricula, whose results give insights, on the one hand, on the relation between fluency in each subject of a bachelor’s degree and the overall ability of learners in that degree. On the other hand, an ordering relation among the fluency of the different subjects, expected or not, emerges from the observed data. We illustrate it with the analysis of a bachelor’s of computer science, to which we have applied the Graded Response Model of Item Response Theory, along with the implicative graph of Association Rules.