Importance of Online Assessment in the E-learning Process

Barbosa, Helena Ferreira; Garcia, Fabien

doi:10.1109/ithet.2005.1560287

Cited by 31 publications

(25 citation statements)

References 4 publications

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“…In a classroom; teaching, learning and assessments are used to determine whether teachers have successfully taught the students, and if the students have efficiently understood the taught material [1]. Teaching, learning and assessment cannot be separated and cannot be seen or used in isolation [2].…”

Section: A Overview Of the Assessmentmentioning

confidence: 99%

Framework for integrating outcome-based assessment in online assessment: Research in progress

Alhazmi

Zafar

Al-Hammadi

2015

2015 Science and Information Conference (SAI)

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The use of online examination in place of paperbased assessment has attracted a plethora of attention from educators and researchers alike. The reason for this stems from the advantages of online examinations, such as effectiveness, objectiveness, and flexibility. However, creating valid and reliable examinations remains a challenge. Often used as a framework for educational assessments, bloom's taxonomy greatly influences the formulation of course outcomes and examination questions. An ideal examination should consist of set of well-aligned questions that extensively meet all the course outcomes and correspond to the different levels of Bloom's taxonomy. Moodle is a popular widespread open source Learning Management System (LMS) that can be used to create examination questions. However, it is lacking in its reporting mechanisms that enables the classification of various questions based on the course outcomes and Bloom's Taxonomy. The objective of this paper is to propose and describe a framework to integrate outcome-based assessment into LMS. This alignment is significant in order to ensure high quality examination assessment as well as to help teachers develop a balanced examination that encompasses all the course outcomes and different levels of Bloom's taxonomy.

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Section: A Overview Of the Assessmentmentioning

confidence: 99%

Framework for integrating outcome-based assessment in online assessment: Research in progress

Alhazmi

Zafar

Al-Hammadi

2015

2015 Science and Information Conference (SAI)

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“…Traditionally, assessment activity has been seen like task aside of the e-learning process and there is a danger in focusing research on assessment specifically [3], as this tends to isolate the assessment process from teaching and learning in general.…”

Section: Importance Of the Evaluationmentioning

confidence: 99%

“…In addition, the assessment activity inside the e-learning process could be used to adapt the system by setting a new user knowledge level, evaluate, and setting new learning profiles, assign user grades and, in consequence, performing user content re-adaptation [3]. According to the Australian Flexible Learning Framework [2], assessment, especially when is included within a real learning task or exercises, could be an essential part of the learning experience, giving to the entire Web site the characteristic to adapt itself to the needs of the users.…”

Section: Importance Of the Evaluationmentioning

confidence: 99%

An Authoring Tool for Adaptative Assessment Items

Zhang

Liao

Zhang³

et al. 2006

2006 International Multi-Conference on Computing in the Global Information Technology - (ICCGI'06)

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In this article, we want to define an authoring tool to set adaptive assessment items. We present our model divided in four main sections from the definition of the item to the delivery to the Learning Management System, inside each section, we describe up to three levels of conceptualization, showing the specifications and software packages to be used. Also we describe our process to implement the authoring tool, including a brief description to include accessibility and adaptation characteristics for the assessment items.

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“…Online assessment gives convenient feedback to all participants in the e-learning process, helping to improve the learning and teaching experience (Barbosa and Garcia, 2005;Dureva and Tuparov, 2006).…”

Section: Introductionmentioning

confidence: 99%

Comparing the Use of Self and Peer Assessment: A Case Study in a Statistics Course

Han¹,

Mun²,

Ahn³

2009

Communications for Statistical Applications and Methods

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In this study, we compare the assessments made by self, peer and instructor in a statistics course. The goal is to investigate the following two questions: (1) Is it reasonable or fair to expect students to be responsible for assessing the work of their colleagues and themselves? (2) What are students' opinions about the learning effect after they participate in the assessment process? As part of the study investigating these questions, we designed a prototype for a Web-based assessment tool and a procedure to apply the assessment techniques in a statistics course. In addition, we collected and analyzed the data produced in the assessment processes from students and the instructor. The analysis results are summarized as follows: First, self assessment was not accord with instructor assessment, but peer assessment was similar to the assessment by instructor. This result reflected that it is reasonable or fair to expect students to be responsible for assessing the work of their colleagues. Second, peer assessment of their colleagues successfully helped students increase their understanding of the course, and the students increased their skills in the actual assessment process by assessing the work of their colleagues. Finally, many students indicated a high interest level on the assessments.

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Importance of Online Assessment in the E-learning Process

Cited by 31 publications

References 4 publications

Framework for integrating outcome-based assessment in online assessment: Research in progress

Framework for integrating outcome-based assessment in online assessment: Research in progress

An Authoring Tool for Adaptative Assessment Items

Comparing the Use of Self and Peer Assessment: A Case Study in a Statistics Course

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