Problematic of the Assessment Activity within Adaptive E-Learning Systems

Using technology to create online examination is important, more than that, exploring the recent research in the area of standardization of the learning and the assessment content is of paramount. However, there is still a lack of reusable, interoperable and exchangeable learning resources that afford much motivation to instructors. Assessing acquired knowledge is the primary task of any Learning Management Systems (LMS). Consequent-ly, sharing evaluation contents is a major challenge for software engineering. In this paper, we present the “CleverTesting” assessment authoring tool, focusing on its architecture and its conformance to the Question and Test Interoperability (QTI) specification proposed by IMS Global Learning Consortium. We adopt the QTI specification to create reusable, interoperable and sharable assessment content. Our system has three important components: The first component is “CleverTesting” a quiz authoring tool that allows building sharable question items. The second represents a question bank. The latest component is a player for interpreting and parsing QTI XML documents.

Section: The Importance and Varieties Of E-assessmentmentioning

confidence: 99%

Designing and Developing e-Assessment Delivery System Under IMS QTI ver.2.2 Specification

Boussakuk

Bouchboua

Ghazi

et al. 2021

“…Summative assessment. Summative assessment (also known as assessment of learning): the primary purpose of this type of assessment is a certification goal or a judgment on the learner's overall performance [23]. Indeed, the summative assessment allows the recording, and often grading, of the student's achievement to the learning objectives set out in the curriculum.…”

Section: Assessment Strategiesmentioning

confidence: 99%

“…Diagnostic assessment. Diagnostic assessment (also known as pre-assessments) identifies learners' needs, skills, prior knowledge, and preconceptions to guide them towards the most appropriate learning program [23]. Generally undertaken at the beginning of a course, a diagnostic assessment should assess the current student's achievement across all relevant abilities, knowledge, and understanding.…”

Section: Assessment Strategiesmentioning

confidence: 99%

Design of Computerized Adaptive Testing Module into Our Dynamic Adaptive Hypermedia System

Boussakuk

Bouchboua

Ghazi

et al. 2021

By the end of the 20th century, the most common and traditional paper and pencil tests (PBT) were faced with an increasing set of difficulties and drawbacks. Proceed and meet the measurement and evaluation needs of the 21st century; it is mandatory to have radical and qualitative changes. The accelerating pace of technological innovation in Education shows a clear path to computer-based testing, which offers a more engaging and innovative testing environment, as well as the ability to obtain instant results and feedback, the use of dynamic, multimedia learning objects (LO), and the implementation of adaptive, individualized assessment approaches. In this sense, this paper presents an adaptive formative assessment framework in which test adaptation is based on multiple criteria. The presented system bases its adaptation on the test takers' proficiency, schemata, desirable learning goal, cognitive level, and learning style. The main objective of this paper is to discuss the value of the adaptive testing system. Therefore, it presents the design and implementation of the system and the adaptive rules employed.

“…To improve the quality of the learning process and help learners to overcome their difficulties, remedial activities must keep learners in their proximal development zone (ZPD) 1 , and that can't be achieved except by offering an efficient diagnosis who should estimate as accurately as possible their cognitive state.…”

Section: Introductionmentioning

confidence: 99%

“…One of the consequences of this delay is that: in most e-learning platforms, the assessment has always a classical structure, and the results of the tests presented do not allow an adapted remediation because these results are translated by the assignment of a profile according to the score obtained, while the same score for different learners (even if they have other parameters in common) does not imply that they have same profile concerning their cognitive state; so that the proposed remediation can maintain a learner's ZPD and not absolutely others. [1] To overcome this problem, the authors propose in this paper:…”

Section: Introductionmentioning

confidence: 99%

MAPSS an Intelligent Architecture for the Pedagogical Support: Experiment, Results & Discussion

Hrich

Lazaar²,

Khaldi³

2019

Self Cite

In this paper, the authors have experimented the MaPSS (Multiagent pedagogical support system) which is an adaptive architecture based on ontologies and multi-agent systems for the presentation of the pedagogical support in its principal tasks: assessment of the knowledge, analyze of results and adapt remediation. In previous works, the authors have designed an ontology to present the relationship between the test questions and the concepts to evaluate and between those concepts and their remedial activities contents. Also, they have presented the operation of each agent (IT or human) of the system and the principle of collaboration between them. The experience consists on the use of an implemented prototype of MaPSS to support learners of Moroccan qualified secondary school in the domain of algorithmic and programming, and the impact of its use on the improving cognitive decision making to adapt learning.