Adaptive test system for subjects that simultaneously include theoretical content and numerical problem solving

Comas-Lopez, M.; Rubia, M.A. de la; Sacha, G. M.

doi:10.1109/siie.2018.8586729

Cited by 2 publications

(2 citation statements)

References 17 publications

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“…Although this chapter follows a similar principle, it does not focus on adaptive education in its broader and general sense. Instead, it puts an emphasis on the process of adaptive online knowledge assessment [6][7][8], i.e. on the process of selection and application of different types of questions within written online knowledge assessment, in order to improve each student's achievement levels of learning goals.…”

Section: The Context Of the Studymentioning

confidence: 99%

A Model of the Continual Adaptive Online Knowledge Assessment System

Zlatović¹,

Balaban²,

Hutinski³

2022

E-Learning and Digital Education in the Twenty-First Century

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This chapter presents a model of a novel adaptive online knowledge assessment system and tests the efficiency of its implementation. System enables continual and cumulative knowledge assessment, comprised of sequence of at least two interconnected assessments, carried-out throughout a reasonably long period of time. Important characteristics of the system are: (a) introduction of new course topics in every subsequent assessment, (b) re-assessment of earlier course topics in every subsequent assessment iteration, (c) in an adaptive manner, based on student’s achievements during previous assessments. Personalized post-assessment feedback guides each student in preparations for upcoming assessments. The efficiency has been tested on a sample of 78 students. Results indicate that the proposed adaptive system is efficient on an individual learning goal level.

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Section: The Context Of the Studymentioning

confidence: 99%

A Model of the Continual Adaptive Online Knowledge Assessment System

Zlatović¹,

Balaban²,

Hutinski³

2022

E-Learning and Digital Education in the Twenty-First Century

View full text Add to dashboard Cite

show abstract

“…In our prior studies that were also set in the context of online learning in higher education, we discovered that there were two main aspects to tackle in our case: motivating the students to put more focus on the tasks presented within the learning platform and supporting them to use the platform more regularly and evenly throughout the whole course instead of concentrating their efforts to the very end of the course [7,8]. This year, these challenges have become ever more relevant due to the drastic increase in distance learning as a result of the COVID-19 pandemic.…”

Section: Gamification In Educationmentioning

confidence: 99%